资助结束后,支持教师集体探究和课堂实践共同发展的背景资源

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Science & Education Pub Date : 2024-08-22 DOI:10.1002/sce.21900
Soo‐Yean Shim, Jessica Thompson
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引用次数: 0

摘要

我们探讨了在为期 4 年的研究与实践合作项目(RPP)结束后,多年来积累的各种背景资源是如何共同促进一个高中教师团队的持续和积极学习的。具体来说,我们研究了促进教师在专业学习社区(PLC)和课堂教学中集体探究的共同发展的资源组合,重点是支持学生的科学解释。我们定性分析了 PLC 成员在 6 个月时间里,在 8 次 75 分钟的 PLC 会议(11 个小时)、1 次全天的专业发展(8 个小时)和课堂教学(34 节课)中的互动视频/音频记录。我们发现,从历时 4 年的 RPP 中积累的背景资源--包括合作探究文化、同事关系、教师合作结构、蕴含在个人以及共同开发的工具和实践中的专业知识(文化、社会、结构和专业知识资源)--非常重要。这些资源,加上新出现的教师领导力(领导力资源)和及时的支持,如学校领导力和用于维持合作结构的地区资金(领导力和结构资源),使教师们能够在资助结束后启动和推动他们自己的合作探究和教学转变。和谐的环境促使教师们通过参与共同进化机制,在 PLC 和课堂中学习--根据课堂数据设定目标,利用各种教学表征对教学实践进行推理,并在各班级进行一系列共同实践的实验。本文是 "教师学习与组织情境 "特刊的一部分。
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Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (cultural, social, structural, and expertise resources)—were important. These resources, in combination with emerging teacher leadership (leadership resource) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (leadership and structural resources), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
期刊最新文献
Issue Information Sustainability as Living Architecture Designing and leading justice‐centered informal STEM education: A framework for core equitable practices Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience Exploring how museums can support science teacher leaders as boundary spanners
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