意图和灵活性:驾驭小学教育中复杂的识字实践

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2023-05-10 DOI:10.1080/00131881.2023.2209580
K. Forsling, Catharina Tjernberg
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引用次数: 1

摘要

摘要背景儿童在一个复杂而动态的文本世界中发展。在小学课堂上,教师最重要的任务之一是设计能够支持所有学生识字发展的学习环境和情境。尽管对技能较弱的学生的识别进行了相对深入的研究,但仍需要更深入地了解教师如何应对课堂中识字技能的差异。本文重点关注教师在小学课堂中指导复杂的识字实践,包括支持有各种需求、能力和经验的儿童的识字发展。目的本研究旨在调查小学教育教师和特殊教育需求教师如何描述他们为复杂的识字实践设计学习的意图和方式,以维持包容性教育设计的文化。方法瑞典两个城市四所学校的24名小学教育和特殊教育需求教师参加了焦点小组讨论。深入的数据分析基于面向设计的理论,将意图和灵活性的核心概念应用于教师对识字发展的描述。研究结果根据分析,参与教师在使用多模式方法、合作学习、动机和快乐以及学习结构和支持方面感知到优势。他们讨论了支持学生识字进步的挑战,描述了他们在课堂上进行复杂的识字实践时的准备情况和灵活性,或转换能力(在不同时间在不同情况下使用不同的教学资源),以造福所有学生。结论本研究强调了教师意图对预防、识别和消除学生识字发展障碍的重要性。它表明,在支持学生的识字学习进步方面,不应忽视灵活性在确定课堂实践中挑战的解决方案方面所发挥的作用。影响还包括进一步认识到持续的专业发展的重要性,以支持包容性实践,并为学院学习和合作提供机会。
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Intentions and flexibility: navigating complex literacy practices in primary education
ABSTRACT Background Children develop within a complicated and dynamic textual world. In the primary school classroom, one of the most important tasks for teachers involves the design of learning environments and situations that can support all students’ literacy development. Although the identification of students with weaker skills is relatively well researched, there is a need for deeper understanding of how teachers address the variation of literacy skills within their classrooms. This article focuses attention on teachers’ navigation of complex literacy practices within the primary classroom, which involves supporting the literacy development of children with a variety of needs, abilities and experiences. Purpose The study aimed to investigate how primary education teachers and special educational needs teachers described their intentions and ways of designing learning for complex literacy practices in order to sustain a culture of inclusive education design. Methods A total of 24 primary education and special educational needs teachers across four schools in two Swedish municipalities participated in focus group discussions. In-depth data analysis was based on design-oriented theory, applying the central concepts of intentions and flexibility to the teachers’ accounts of literacy development. Findings According to the analysis, the participating teachers perceived advantages in using multimodal methods, collaborative learning, motivation and joyfulness, as well as learning structures and support. They discussed the challenges around supporting students’ literacy progress, describing their preparedness and the flexibility, or transformation competence (using different teaching resources in different situations at different times) involved in navigating complex literacy practice in the classroom for the benefit of all students. Conclusions The study highlights the significance of teachers’ intentions to prevent, identify and remove barriers to students’ literacy development. It suggests that the part played by flexibility in determining solutions to challenges in classroom practice should not be overlooked in relation to supporting students’ literacy learning progress. Implications also include greater recognition of the importance of continuous professional development to support inclusive practice, with opportunities for collegial learning and collaboration.
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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