A. Ventura, Eva Liesa-Hernández, Mónica Roncacio-Moreno
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引用次数: 0
摘要
学习和教学不仅是获取教学知识基础,也是情境约束的、社会中介的身份建构过程。在不同的教育环境中,学生和教育工作者如何将自己定位为学习者和教师,会影响他们学习和教学的内容和方式。关于学习者和教师的定位和代理的研究解释了创新与稳定之间的内在张力,以及他们的身份嵌入更大的意识形态结构和传播当代教育话语的方式。然而,尽管最近的理论和实证尝试整合作为学习者和教师的自我构建及其在教育研究中的代理,但这两个概念相互作用的程度的问题很少得到明确解决。在这方面,本期特刊旨在扩展JSED先前发表的研究(Monereo et al., 2013;Prados et al., 2014;索拉里,2017;文图拉,2017)通过解决在各种教育背景下作为学习者和教师的自我这些相对研究不足的方面。潜在的提交可以努力回答(但不限于)以下问题:
Constructions of the self in education: positioning and agency of learners and teachers (Construcciones del sí mismo en educación: posicionamiento y agencia de aprendices y enseñantes)
Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. How students and educators position themselves as learners and teachers in a diversity of educational contexts affects what and how they learn and teach. The research about positioning and agency in learners and teachers accounts for the inherent tension between innovation and stability, as well as the ways in which their identities are embedded within larger ideological structures and circulating contemporary educational discourses. However, despite recent theoretical and empirical attempts to inte-grate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al., 2013; Prados et al., 2014; Solari, 2017; Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts. Potential submissions could strive to answer (but are not limited to) the following questions: