教师在线实践社区(TOPIC)中教师策略性知识的发展与变化被引量：30

The Development and Change of Teacher's Strategic Knowledge in the Community of Teacher's Online Practice

下载PDF

导出

摘要通过以教师在线实践社区(TOPIC)中的15名新手教师、15名成熟教师及15名骨干教师,共45名三种教师群体为研究对象,以教师在线实践社区中教师策略性知识的发展与变化为研究问题,运用内容分析法、视频案例分析法和统计分析方法,对间隔半年按照项目初期、中期和后期三阶段的两次采样数据进行了综合分析,得出了不同教师群体的教学策略性知识水平发展与变化的趋势,及不同教师群体的教学策略性知识水平的整体分布特征。研究发现:教师在线实践社区(TOPIC)改变了教师的专业学习模式,对教师的策略性知识发展具有持续促进作用,对不同教师群体的策略性知识均具有正向影响。 With 15 novice teachers,15 experience teachers and 15 key teachers in Teacher＇s Online Practice In Community（TOPIC） as the research object,It aimed to find the development and change of teacher＇s strategic knowledge in TOPIC.The authors comprehensively analysis two sampled data from the project of interval half a year early,middle and late of three phase,by using content analysis,video case analysis and statistical analysis methods.The trend of the development and change and overall distribution characteristics of teacher＇s strategic knowledge of different groups are found.The research found that TOPIC changed teacher＇s professional learning mode,continued to promote the development of teacher＇s strategic knowledge,and had the positive influence on the teacher＇s strategic knowledge of different groups.

作者王陆张敏霞杨卉

机构地区首都师范大学教育技术系

出处《远程教育杂志》 CSSCI 2011年第4期27-32,共6页 Journal of Distance Education

基金全国教育科学"十一五"规划教育部重点课题"教师网络教育活动的设计理论与实践"(课题编号:DCA080138)资助完成

关键词实践社区教师培训教师实践性知识 Communities of practice Teacher training Teacher＇s practice knowledge

分类号 G420 [文化科学—课程与教学论]

引文网络
相关文献

参考文献25

1Mason, R. Information and Communication Technologies in Education and Training [DB/OL] . Http://www. adb. org/documents/reports/ict- education-training/ict-education-training.pdf. 2002.
2Kearsley, G. Online education: Learning and teaching in cyberspace[M]. Belmont, CA:Wadsworth.2000.
3Garrison, D.R., & Anderson, T. E-learning in the 21st century: A framework for research and practice[M]. New York: RoutledgeFalmer. 2003.
4Gray, B. Informal Learning in an Online Community of Practice[J] , Journal of Distance Eduacation,2004,VOL. 19, No l, 20-35.
5Wenger, E. Supporting communities of practice: A survey of community-oriented technologies[DB/OL]. Retrieved October 30, 2001 from http://www.ewenger.com/tech.
6Wenger, E., McDermott, R., & snyder, W.M. Cultivating communities ofpractice:A guide tomanaging knowledge. Boston[M]. MA: Harvard business schoolPress.2002.
7Schlager, M. S. & Fusco,J.. Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart before the Horse? [A]. In Barab, Kling, and Gray (Eds.). Designing for Virtual Communities in the Service of Learning [C]. Cambridge University Press. Also in The Information Society, 203-220, 2003.
8Brown, J. S., & Duguid, P. The social life of information[M].Cambridge,MA: Harvard Business School Press. 2000.
9杨卉.教师网络实践共同体研修活动设计理论与实践[D].兰州:西北师范大学,2011.
10韩继伟,林智中,黄毅英,马云鹏.西方国家教师知识研究的演变与启示[J].教育研究,2008,29(1):88-92. 被引量：29

二级参考文献14

1Elbaz, F. L. Teaching Thinking.. A Study of Practical Knowledge[M]. New York: Nichols, 1983.
2Lampert, M. How Do Teachers Manage to Teach? Perspectives on Problems in Practice[J]. Harvard Educational Review, 1985. 55.
3Carter, K. The Teachers' Knowledge and Learning to Teach. In W. R. Houston (Ed.), Handbook of Research on Teacher Education[Z]. New York: Macmillan, 1990. 291-310.
4Shulman, L. S. Those Who Understand: Knowledge Growth in Teaching[J]. Educational Researcher, 1986, (2).
5Wilson,s. M. ,etc. A. E. 150 Different Ways of Knowing: Representations of Knowledge in Teaching. In J. Calderhead (ed.), Exploring Teacher Thinking [M ]. London:Cassell, 1987. 108.
6Borko, H. , Putnam, R. Learning to Teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology[Z]. New York: Macmillan, 1996. 673,708.
7Munby H. ,etc. Teachers' Knowledge and How It Develops. In V. Richardson (Ed.), Handbook of Research on Teaching (4^th Edition) [Z]. Washington, D.C. American Educational Research Association, 2001. 877-904.
8Ryle, G. The Concept of Mind[M]. London: Hutchinson, 1949. 29.
9Grossman, P. L. , etc. Teachers of Substance: Subject Matter Knowledge for Teaching. In M. C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher[M]. Oxford, England: Pergamon Press, 1989. ix-xii.
10Shulman, L. S. Paradigms and Research Programs in the Study of Teaching: A Contemporary Perspective. In M. C. Wittrock (Ed.), Handbook of Research on Teaching[Z]. New York:Macmillan, 1986. 36.