应急远程教室教学:对专业学习的思考

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2023-01-02 DOI:10.1080/00131881.2023.2167729
Meng Chen
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引用次数: 1

摘要

长期以来,反思性教学一直被认为在教师的专业学习中发挥着重要的、潜在的赋权作用。本文的研究考虑了教师在新冠肺炎疫情期间的日常应急远程教学过程中进行自我反思学习的长期意义,以及这种学习如何支持教师代理。本小型案例研究旨在深入探讨教师在紧急远程教学期间如何通过反思性实践实现专业学习的看法。方法在2020年春季和秋季学期,来自中国大陆地区小学、初中和高中的3名教师参与了案例研究。他们考虑了他们为紧急远程教学所做的调整以及对他们的专业学习和能动性的相应影响。数据是通过四个月一次的半结构化访谈收集的,每位教师总共接受了五次访谈。他们在春季绘制了紧急远程课程的进度图,并允许在秋季通过后续采访进行最后反思。数据按主题进行分析。本研究共分为四个主题和八个类别,涉及教学策略、家校沟通、课堂管理和教师技术素养等方面。其中,融合线上和线下课程、重视课堂互动中的社会文化关注以及培养适应性思维等方法被确定为与教师的专业学习相关的领域,而不仅仅是紧急远程教学情况。结论研究结果强调了在远程教学环境中通过反思性教学进行专业学习的多种方式。他们提请注意将一些专业学习置于日常实践中的重要性。在远程教学中获得的理解对教育工作者的专业学习和学前教育的成长具有更广泛的影响。
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Teaching in emergency remote classrooms: reflections for professional learning
ABSTRACT Background Reflective teaching has long been regarded as playing an important, and potentially empowering, role in teachers’ professional learning. The study reported in this paper considered the longer-term significance of teachers’ self-reflective learning in the course of their daily emergency remote teaching during COVID-19, and how this supported teacher agency. Purpose This small-scale case study sought to explore, in depth, teachers’ perceptions of how their professional learning was realised through reflective practice during emergency remote teaching. Method Three teachers from primary, junior high, and high schools in mainland China participated in the case study during the spring and fall semesters in 2020. They considered the accommodations they made for emergency remote teaching and the corresponding implications for their professional learning and sense of agency. Data were collected via four-monthly, semi-structured interviews, resulting in a total of five interviews per teacher. These charted the progress of their emergency remote courses in the spring, and allowed for final reflections via a follow-up interview in the fall. Data were analysed thematically. Findings The resultant four themes and eight categories related to aspects including pedagogical strategies, home-school communication, classroom management, and teachers’ technological literacy. Within these, approaches to blending online and offline coursework, valuing sociocultural concerns in classroom interaction, and developing adaptive mindsets were among areas identified as relevant to teachers’ professional learning beyond the emergency remote teaching situation. Conclusions The findings highlight the multiple ways in which professional learning took place through reflective teaching in the remote teaching environment. They draw attention to the importance of situating some professional learning in everyday practice. Understandings gained during remote teaching have broader implications for educators’ professional learning and growth in pre-tertiary education.
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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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