我们如何了解教师学习

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2019-05-22 DOI:10.3102/0091732X19838970
M. Kennedy
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引用次数: 34

摘要

本章考察了关于专业发展(PD)的研究,特别关注关于教学性质和教师学习性质的基本假设。它根据教师需要学习的假设来检查PD项目,并根据他们期望如何以及何时看到教师学习的证据来检查PD研究。本章旨在为我们如何看待教学和教师学习提供一个广阔的视角,并检验我们对教学和PD如何改进教学的基本假设。关于项目的有效性,本章提出了关于有效的PD项目可以在多大程度上复制的问题;关于我们的研究设计,它提出了关于教师学习是如何发生的,以及我们应该在何时以及如何期望看到程序对教师实践的影响的问题。本章还对未来的研究设计提出了一些建议。
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How We Learn About Teacher Learning
This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see evidence of teacher learning. The chapter seeks to provide a broad view of how we think about teaching and teacher learning and to examine our underlying assumptions both about teaching and about how PD is expected to improve teaching. With respect to program effectiveness, the chapter raises questions about the extent to which effective PD programs can be replicated; with respect to our study designs, it raises questions about how teacher learning occurs and when and how we should expect to see program effects on teachers’ practices. The chapter also offers some suggestions for future research design.
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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