校本学习社区中的教师合作探究实践:活动类型的作用

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Culture and Social Interaction Pub Date : 2024-09-10 DOI:10.1016/j.lcsi.2024.100852
Miriam Babichenko , Adam Lefstein , Christa S.C. Asterhan
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引用次数: 0

摘要

这项研究有助于提高学术界对教师领导的、以学校为基础的学习社区,以及在这些环境中支持专业学习的教师对话和社会互动特征的兴趣。根据现有文献中提出的概念区分,我们将这种教师对话称为 "合作探究实践"(CLIP),并提出了一种系统可靠的工具来衡量这种对话。然后,我们采用定量比较研究设计,研究不同的教师团队活动(即视频分析、同行磋商和教学规划)如何影响教师参与 CLIP 的程度。我们使用 CLIP 编码方案分析了 54 份教师会议摘录,评估了探究式推理、参与和内容的不同方面。定量比较和举例说明表明,在同伴磋商中,CLIP 的程度最低,部分原因是教师在这种对话中往往没有被定位为变革的推动者。教学规划活动则更多地体现了对彼此观点的探究。与通常的假设相反,协作式视频分析活动并没有增加对学生思维或探究方向的关注。我们的研究结果为教师主导的在职协作学习提供了新的视角,并对设计校本专业学习社区产生了实际影响。
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Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type

This study contributes to growing scholarly interest in teacher-led, school-based learning communities and the characteristics of teacher dialogue and social interaction that support professional learning in these settings. Based on existing conceptual distinctions proposed in the literature, we term this type of teacher dialogue “collaborative inquiry into practice” (CLIP) and propose a systematic and reliable tool to measure it. We then employ a quantitative, comparative research design to study how different teacher team activities (i.e., video-analysis, peer consultations, and pedagogical planning) shape the extent to which teachers engage in CLIP. Fifty-four transcribed teacher meeting excerpts were analyzed with the CLIP coding scheme, assessing different aspects of inquiry-based reasoning, participation, and content. Quantitative comparisons and illustrative examples show that CLIP was lowest during peer consultations, in part because teachers were often not positioned as agents of change in such conversations. Pedagogical planning activities featured more instances of inquiry into each other's ideas. Contrary to common assumptions, collaborative video analysis activities were not characterized by increased attention to student thinking or inquiry orientation. Our findings provide new insights into teacher-led, collaborative learning in on-the-job settings, as well as practical implications for the design of school-based professional learning communities.

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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
期刊最新文献
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