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
{"title":"校本学习社区中的教师合作探究实践:活动类型的作用","authors":"","doi":"10.1016/j.lcsi.2024.100852","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type\",\"authors\":\"\",\"doi\":\"10.1016/j.lcsi.2024.100852\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":46850,\"journal\":{\"name\":\"Learning Culture and Social Interaction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Culture and Social Interaction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2210656124000606\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Culture and Social Interaction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2210656124000606","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications Improving the quality of mathematical discussions: The impact of small-group scaffolding Voicing infant talk: Infant's agency in Spanish family interactions Editorial Board Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1