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CSCL协作知识建构是CSCL的核心所在,本文在现有协作知识建构过程模型的基础上,依据动机理论和组织发展理论的研究成果,对异步CSCL情境下学习者协作知识建构活动的动力开展深入探讨,创新性地提出异步CSCL情境下协作知识建构活动的动力机制模型。并以此模型为分析框架对华南师范大学07级同学异步协作知识建构活动进程开展个案研究,发现个体的学习动机和参与动机会引发个体间的认知性、社会性和教学性互动,个体间的互动以群体规范、群体认同感、情感交流和教学管理等为中介对个体的后续动机产生影响,实现协作知识建构。在群体发展的不同阶段,教师和群体均要注意采取不同的策略来激发并维持学习者的动机,促使协作知识建构活动不断深化。 相似文献
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教师情境学习是教师在工作情境中的一种社会文化实践学习,是教师在教学实践参与过程中,与所处社会、文化环境持续互动,观察与学习他人教学行为,判断与解决实践问题,协调自身与环境关系,与同事、专家、材料等进行互动,不断改进教学实践,从而适应学校文化、建构专业身份并不断获得实践知识、提高专业能力的过程。教师情境学习具有情境性、实践性、身体性、社会性、文化性等特征。教师情境学习有助于促进教师协调自身与环境的关系,促进教师身份建构与教学效能感提高,并促进学校文化传递与组织整体能力提升。 相似文献
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实践性知识是教师专业知识构成的核心和关键.教师实践性知识的获得有两个途径:一方面,教师在面对教育教学的问题情境时,通过与情境的对话,调动已有的经验,以行动中反映的方式生成自己的实践性知识;另一方面,教师的实践性知识的获得主要是在实践共同体中通过互动来实现的.前者是教师与问题情境的互动,后者是教师与重要他人之间的互动.对于缺乏反思意识和经验的新手教师来说,后者是获得实践性知识的一种便捷途径.文章通过一个善于学习的实习教师从指导老师手把手的指导中获得实践性知识的案例,证实教学是一种极具反思性的实践活动.对于处于实习过程中的新手教师而言,如何养成善于反思的习惯、增进反思的能力是教师教育值得关注的重要课题. 相似文献
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实践性知识及职前教师实践性知识的建构 总被引：5，自引：0，他引：5
张爱群 《淮南师范学院学报》2008,10(2):97-99
实践性知识是教师进行教育教学的方法论知识,具有情境性、实践性、机智性和内隐性、缄默性的特点。当前高师院校对职前教师实践性知识的建构还处于十分薄弱环节,为此,高师院校必须重视职前教师实践性知识的建构,注重实习、见习环节,改革课堂教学模式,注重情境教学,引导职前教师在反思和批判中逐步建构实践性知识。 相似文献
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教研员作为我国现行教育体制下的特殊教育群体,在推进基础教育课程改革过程中发挥着举足轻重的作用。教研员的实践性知识是其在日常教研工作或具体教研活动情境中,基于对自身的生活体验、教学经验和教学研究能力、程序与方法等方面的总结与反思、交互与创生,用于服务教师发展、提高教研质量和促进自我成长的一种知识体系,呈现出教育性、道德性和综合性等特征。教研员实践性知识在其教育教学研究和教研活动的多维人性化空间中体现出自身独有的价值取向：一是教研员实践性知识是以自身教研信念系统作为价值判断标准与准则的;二是教研员实践性知识的文化知识群落为其教研活动的开展提供了智力上的重要支撑与保障;三是教研员实践性知识是基于特定的教研情境和课堂语脉,通过与之互动、交流和对话而不断创生形成的。 相似文献
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高职教师实践性知识是高职教师专业发展的知识基础,直接影响高职教师教育教学质量。跨界融合视域下,高职教师实践性知识是一种能够指导高职教师“知道如何行动”的策略性知识,包括“为了会教,知道如何做”的企业实践活动方面的实践性知识以及“基于会做,知道如何教”的教学实践活动方面的实践性知识,有助于促进高职教师从“会说不会做”“会做不会说”走向“能说会做”。通过对高职教师职业实践活动的长期探索与研究,发现高职教师实践性知识生成的影响因素包括主体、问题情境、行动性实践、反思性实践、信念等构成要素,以及生态知识群落、实践共同体、工具、规则等生成媒介。将相互联系的构成要素与生成媒介“打包”,搭建起高职教师实践性知识的动态生成过程模型。在此基础上,辅以鲜活的高职教师跨界实践活动案例,生动演绎高职教师在企业实践活动与教学实践活动中实践性知识的要素分解及互动过程,分别搭建了高职教师实践性知识的渐进式生成机制与嵌套式生成机制。 相似文献
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教师课堂情境知识是教师对课堂情境的感知与理解,是教师知识结构的重要组成部分,并在相当程度上影响着教师的专业成长。教师课堂情境知识的建构对于促进教师专业发展和提高教学效果具有重要意义,学校和教师共同做出努力可以构建合理的教师课堂情境知识。 相似文献
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教师课堂情境知识是教师对课堂情境的感知与理解,是教师知识结构的重要纽成部分,并在相当程度上影响着教师的专业成长。教师课堂情境知识的建构对于促进教师专业发展和提高教学效果具有重要意义,学校和教师共同做出努力可以构建合理的教师课堂情境知识。 相似文献
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《华东师范大学学报(教育科学版)》2015,(3):43-52
教师共同体中的教师学习是经验式、参与式和身份获得的学习。边界明晰、成员同质的教师共同体可能压抑教师个体性,限制学习机会,侧重共同体的再生产和知识的代际传递,不利于教育创新。作为边界地带的大学与学校伙伴关系代表着教师学习情境的扩展,其特点在于开放的边界、包容性强,多元话语和实践均能获得对话的空间。伙伴关系中教师学习方式是扩展式、横向式的跨界学习过程,侧重于问题解决和探究,体现在新知识的试验、探索和创造上,代表着教师教学活动系统的整体提升。边界物件的开发和运用与作为跨界者的学校教师,是帮助教师实现跨界学习的中介机制。如何将伙伴关系中的跨界学习与共同体学习两者相融合是教师学习未来重要的研究方向。 相似文献
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University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative study investigates knowledge growth of primary school teachers involved in a small-scale school–university partnership in Northern China. In-depth interview was adapted as the main approach to collecting data. Nine participating teachers, two school administrators, and one university expert were interviewed. Findings show that expert-led knowledge transfer (knowledge-for-practice is directly delivered) and teacher-involved knowledge translation (knowledge-in-practice is reframed and situated) are the main focus of the partnership studied. However, collaboration-oriented knowledge transformation (altering existing knowledge and creating knowledge-of-practice) is insufficiently emphasised. Furthermore, this study discusses significant implications for advancing the transformation of knowledge and expert–teacher collaborative knowledge creation as well as for further study. 相似文献
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《Studying Teacher Education》2013,9(1):93-104
This self-study emerged within the context of a school-based professional development project that established collaboration between two teacher educators and a group of elementary public school teachers. We launched the Book in a Bag project as a way to promote curriculum integration in classrooms and at the same time to provide a venue for research. Within the two contexts of university and public schools, certain knowledge and practices were privileged, largely as a result of the distinct stewardships each assumes. When tensions arose in the course of the project, we employed self-study methodology. We identified competing discourses of teachers, teacher educators, and partnership, noting paradoxes that focused on discourse-bound knowledge, discourse-driven motivation, and discourse-limited aspirations. Self-study served to deepen our understanding of our own practices and ourselves as teacher educators with an eye to future relationships with teachers. 相似文献
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This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice. 相似文献
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This study explores how activities developed by science experts in partnership with middle school teachers were employed and
interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new
ways, (b) expose students to ‘real world’ experiences outside their school setting, and (c) positively impact teacher practice
by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science
students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers,
scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up
activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest
that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion
of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications
for teacher education and outreach are discussed. 相似文献
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优质教师教育资源是培养高素质教师的基本条件。作为地方师范大学的广西师范大学采取内外结合的教师教育资源建设策略,一方面努力建设校内教师教育资源,加强教师教育专业群、课程群、教材群以及教学团队建设;另一方面积极拓展校外教师教育资源,加强实践教学基地建设和加强建立与中小学的伙伴关系。通过内外结合的有效措施,学校教师教育资源构成更加合理,效益更加明显。 相似文献
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禹梅 《黑龙江教育学院学报》2012,(5):73-75
通过叙事研究探讨一位初任高中英语教师的实践性知识的构建。结果表明:教师的知识大部分来自于他们在不断处理课堂上遇到的问题的过程中积累到的实践性知识,并受该教师的主观能动性,指导老师的指导,学生的互动和参与的影响。所以,在教师入职培养中,不应该是单向的培养和训练,而是基于创造性实践的经验和反思的自我形成与相互交流。 相似文献
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《Teaching and Teacher Education》2005,21(1):79-92
A new school–university partnership in NSW has created exciting opportunities for preservice teacher preparation. The paper examines the results of a pilot study and outlines the main teacher preparation activities undertaken in the partnership. The paper focuses on how engaging preservice teachers in the community of practice of teachers assisted in the development of students’ professional knowledge. The paper outlines three examples of preservice programmes, which incorporated legitimate peripheral participation as a meaningful component of the preservice teachers’ academic studies. The major issues associated with developing legitimate peripheral participation activities as part of a preservice teacher education course are discussed. 相似文献
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Partnerships between schools and teacher education institutions are now widely promoted as an effective pathway to the preparation of pre-service students. This paper examines the ways in which one form of school/tertiary partnership has attempted, over a 25 year period, to respond to the key questions on partnership: How do university lecturers share teacher education with their colleagues in schools? When and where does this occur? What can tertiary staff learn from the “new” teacher educators? What strategies are being considered to enhance the spirit of mutual respect which must underpin successful teamwork? How well are the vital roles of adviser, counsellor, guide, support and teacher understood and shared by school and tertiary staff as they work with pre-service students? Do the partners share similar understandings of the theory and practice of the program? The authors conclude, as a result of their own experiences in the Teacher Education Program at Macquarie University in Sydney, and as a result of recent research into the formation of specific links between school teachers and tertiary lecturers, that the success of new experiments with partnership will depend, ultimately, upon the success of the human rather than the structural relationships established. 相似文献
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Understanding the knowledge bases of mathematics teachers is an important task in working towards the construction of adequate models for: (i) teacher education and development, and (ii) teacher operations in the classroom. To date, little systematic attention has been focused on this task. The primary aim of this study is to obtain a view from the field of mathematics teacher knowledge with respect to content knowledge in mathematics, content‐specific pedagogical knowledge in mathematics and curriculum knowledge relevant to teaching tasks. This study has used data obtained from a survey of primary teachers and secondary mathematics teachers. Analysis of the results has indicated that less than half of the teachers in the study believed that they were sufficiently prepared in mathematics content, and that almost two‐thirds of the teachers in the sample believed that their level of knowledge in contemporary teaching methodologies in mathematics is not sufficient for their role as school teachers. Key differences emerge between the primary and secondary sectors and also within the secondary sector. Implications for preservice and in‐service mathematics teacher education are drawn. 相似文献
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The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options. 相似文献