英语作为外语的变革性认知学生教师的个人实践知识
Frontiers in psychology
|October 27, 2023
概括
作为外语英语 (EFL) 学生教师将他们的教学内容知识 (PCK) 转化为个人实践知识 (PPK) 通过选择性和动态的过程,受他们的经验和学习环境的影响.
科学领域:
- 教育教育教育教育教育教育.
- 教师培训 培训教师培训
- 应用语言学 应用语言学
背景情况:
- 教学内容知识 (PCK) 对于有效的教学至关重要.
- 了解PCK转化为个人实践知识 (PPK) 对教师发展至关重要.
- 混合学习社区为这种知识转换提供了独特的环境.
研究的目的:
- 调查英语作为外语 (EFL) 学生教师如何将他们的PCK转换为PPK.
- 在混合学习社区中探索影响这种知识转化过程的因素.
- 分析EPL学生教师中PPK发展的基础认知机制.
主要方法:
- 对各种数据源的定性分析:对话记录,反思期刊和现场笔记.
- 通过时间性,社交性和地点的透视来检查知识转化.
- 专注于PCK到PPK转化过程的选择性和动态性.
主要成果:
- 在参与者之间观察到转化PPK的体积和焦点的显著变化.
- 从PCK转变为PPK的过程是有选择的,受先前经验,课程期望和参与度等因素的影响.
- 知识选择是由混合学习社区的内部动态和外部社会文化因素之间的相互作用所塑造的.
结论:
- 对于EFL学生教师的PPK开发的认知机制的特点是变化,选择和活力.
- 个人实践知识 (PPK) 不是直接的转移,而是选择性的构建.
- 混合学习环境促进了教学知识的复杂,取决于背景的演变.
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