现场教师专业精神 了解教师专业精神的探索性和协作性方面
Tilde Lykke Mardahl-Hansen1, Charlotte Højholt2
1Department of People and Technology, Roskilde University, Roskilde, Denmark. tima@ruc.dk.
Integrative psychological & behavioral science
|June 10, 2025
概括
这项研究探讨了教师的专业性,通过检查教育工作者如何在日常生活中导航,以促进儿童参与学校. 它强调一种协作式,定位式的方法来增强教学实践和公平的学习机会.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 对于教师专业性的主流观点往往忽视了学校环境的社会复杂性.
- 批评强调了传统方法如何脱离语境并利用教学实践.
- 儿童参与的不平等条件与教师的职业能力有关.
研究的目的:
- 发展一种"处境心理学",以了解教师的专业性.
- 探索教师的日常实践如何为学生创造参与的机会.
- 加强对教师专业性的理解和条件,促进学生参与.
主要方法:
- 借鉴实践理论和Donald Schön在实践中的专业精神.
- 使用"日常生活行为"的概念.
- 分析日常生活和具体的教学情况之间的相互作用.
主要成果:
- 教师的专业精神被理解为主观探索和协作.
- 教师的专业精神位于学校的日常社会生活中.
- 教师和学生之间的合作是管理差异和共同任务的关键.
结论:
- 对教师专业性的理解对于解决学校的社会复杂性至关重要.
- 提高教师的职业条件可以改善儿童参与学习.
- 这项研究为更公平,更有效的教学实践提供了框架.
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