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Mei-Yee WONG 《Frontiers of Education in China》2015,10(2):251-273
This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations, and describes the theoretical bases, implementation, and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People’s Republic of China. Findings from 58 class observations and interviews with 50 students, 25 teachers, and three school principals suggest that teachers can empower students by acknowledging their right to and responsibility for learning and by sharing power with students. Power-sharing classroom practice requires the dual efforts of teachers and students, and can be facilitated by the teachers’ interactive teaching mode, students’ cooperation and willingness to engage in learning, and school policy and culture, etc. In the power-sharing classrooms, teachers played the role of facilitators and students played as collaborators. In this article, theoretical implications for understanding power-sharing and critical pedagogy are discussed. The empirical evidence from this Hong Kong study contributes to an understanding of teacher-initiated power-sharing in the Chinese context, and the practice of critical pedagogy in classrooms. 相似文献
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Abstract This article is set within the context of a school‐based change initiative, where we studied a number of teachers and students in order to understand the ways in which they understood and experienced the complexities of the change process, and to add their voices to the ongoing discussions around restructuring and school‐based change. We found that although there were some commonalties between how teachers and students experienced the changes being implemented, there were also some profound differences between the curriculum as planned by teachers and the curriculum as experienced by students. For the teachers, the themes of caring for students’ lives, recasting themselves as classroom practitioners and of working as collaborative colleagues were identified; for students, the themes were those of getting used to the place, and of re‐establishing their preferred way of working in this new setting. In our discussion and analysis of these themes we look at the implications for future school‐based change initiatives, and at some of the complexities and difficulties which present themselves as schools take on increased authority and responsibility for self‐management and for the creation of improved learning environments for students and teachers. We suggest that future change efforts should give more importance to the perspectives of teachers and students, and to the interactive and programmatic exchanges of teachers and students. We suggest also that changed school structures should originate in a focus on the improvement of teaching and learning, and on the facilitation of teachers’ and students’ collaborative efforts to create a curriculum for the classroom and a learning community which is both enabling and transformative for both. 相似文献
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斯蒂芬.D.布鲁克菲尔德(Stephen D.Brookfield)教授从批判理论的传统出发来探讨教师的反思。他将反思看作教师不断学习、探究自己教学的方式。当教师开展批判性反思时,他们实际上是对自己作为成人学习者有更清晰的意识;通过反思,教师持续地了解自身,了解他们与同事的关系,了解他们如何对学生施加影响。批判反思型教师不断质疑自己带到教学中的前提假设,尤其是课堂中的权力关系及其相互转换;确保课堂中的权力和权威被负责任地使用从而有助于支持学生的学习,而不是被误用或滥用而使学生感到不公或无益,或者是被胁迫或压制。他提出,每一位教师都可以运用从学生那里收集来的反馈信息、同事的感受、理论学习和对自身经验的反思这四条途径来探查自身的教学假设,寻求教学实践的改善。 相似文献
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Gary James Harfitt 《Teachers and Teaching》2013,19(2):212-228
This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers’ classes. Research was carried out over the course of one academic year. First, students’ perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers’ pedagogical change and developing our understanding of students’ learning processes. Findings demonstrate that teachers responded positively to their students’ perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented. 相似文献
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David McConnell 《Higher Education》2018,75(6):1031-1045
Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based universities, concerning their conceptions and beliefs of e-learning. The interviews were analysed from a grounded theory perspective that gave rise to seven emerging themes, namely: the ‘centrality of the lecture’, ‘online cooperative learning’, ‘network learning’, ‘student learning’, ‘lecture plus online work’, ‘infrastructure and access’ and ‘professional development’. Discussion of these emerging themes helps us understand the ways in which these teachers think about e-learning and teaching, the beliefs they hold about their ‘e’ practice, the ways in which they implement e-learning, the problems they face in incorporating e-learning into their courses and the ways in which they perceive e-learners. This provides a fascinating and unique insight into e-learning in Chinese higher education. Evidence shows that it is a complex area with many influences, some of which can be attributed to social, cultural and Confucian-heritage factors. It is concluded that, despite enthusiasm by some for innovating e-learning, the dominance of traditional teaching methods in China suggest that the conditions for mainstreaming e-learning in the near future are not strong. 相似文献
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Anders D. Olofsson J. Ola Lindberg Göran Fransson 《Education and Information Technologies》2017,22(6):2897-2914
This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and open-ended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of ‘technological pedagogical content knowledge’ only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers’ expressed research interests and the design and implementation of a formative intervention group interview. 相似文献
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Maleka Donaldson 《The Journal of educational research》2019,112(4):535-549
Now, more than ever, American students at all grade levels face intense pressure to increase academic performance—including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers’ mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching. 相似文献
9.
Rachel Sweetman 《European Journal of Education》2017,52(1):44-55
Learning outcomes are presented as a tool that can enhance teaching and learning in higher education, in particular by fostering student‐centred learning. However, the ways in which this change can and should take place and the specific kinds of enhancement involved are often unclear. This article analyses common claims about the advantages of learning outcomes for teaching and learning and their relationship to student‐centred learning. The potential links between these concepts are investigated, based on interviews with teachers and students from a range of degree programmes at Norwegian and English universities. The interviews with 29 teachers and students suggest that learning outcome approaches are influencing course planning and some aspects of teaching practice, supporting more transparency and clear communication with students and offering a way to address particularly weak or traditional teaching. However, there is limited evidence that learning outcome approaches promote student‐centred learning, and the analysis identifies several tensions between the challenges student‐centred learning ideals pose to traditional teaching practices, in terms of transferring power and choice to students, and perceived pressures to specify and assess learning outcomes. It also suggests that teachers’ and students’ beliefs about the conditions and practices that lead to the most satisfying and successful elements of learning in degree courses are unlikely to be addressed through either learning‐outcome or student‐centred reforms. 相似文献
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In this paper, chemistry teachers’ reactions/behavior or actions following students’ undesired, unexpected or incorrect responses/answers to the posed teacher oral questions are reported. This study which was carried out in Tanzania in Iringa Municipality involved three chemistry teachers teaching in three different secondary schools. Actual teaching situations of the three teachers were recorded, transcribed, and analyzed interpretively. We also performed semi-structured interviews with these teachers to bring forth the teachers’ inherent perceptions about their practice in relation to what was observed of the teachers’ individual actual teaching situations. Up to eight different forms of teachers’ responses or reactions to students’ undesired responses or incorrect answers are discussed with respect to how each is perceived to either positively or negatively affect students’ progressive learning. From the study, productive questioning is affected by teachers’ inability to effectively use classroom powers to trigger students’ thinking, as well as not being able to use students’ varied views to achieve the set learning goals. Instead of using their power strategies to facilitate students’ engagement with the scientific matter, the teachers used their classroom powers to guard themselves against classroom insecurities during the teaching process, such as preventing students from questioning their subject knowledge competencies.
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Agency is a construct facilitating our examination of when and how young people extend their own learning across contexts. However, little is known about the role played by adolescent learners’ sense of agency. This paper reports two cases of students’ agentively employing and developing science literacy practices—one in Singapore and the other in the USA. The paper illustrates how these two adolescent learners in different ways creatively accessed, navigated and integrated in-school and out-of-school discourses to support and nurture their learning of physics. Data were gleaned from students’ work and interviews with students participating in a physics curricular programme in which they made linkages between their chosen out-of-school texts and several physics concepts learnt in school. The students’ agentive moves were identified by means of situational mapping, which involved a relational analysis of the students’ chosen artefacts and discourses across time and space. This relational analysis enabled us to address questions of student agency—how it can be effected, realised, construed and examined. It highlights possible ways to intervene in these networked relations to facilitate adolescents’ agentive moves in their learning endeavours. 相似文献
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Karthigeyan Subramaniam 《Research in Science Education》2013,43(2):687-709
This study explores five minority preservice teachers’ conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers’ instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers’ conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students’ ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students’ ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers’ conceptions of teaching science reveal the multiple ways through which they see and envision science instruction. 相似文献
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Chen Schechter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(6):717-734
A professional learning community (PLC) facilitates collaborative learning among colleagues at all levels in their common working environment. PLCs are particularly useful in schools, with teachers and principals meeting regularly to solve problems relating to teaching and learning. Being a means of improving student achievement, PLCs have received growing support from researchers and practitioners alike, yet some professionals are still exploring ways to develop learning networks focusing on teaching and learning issues. The purpose of this study was to examine Israeli teachers’, principals’, and superintendents’ perceptions of inhibiting and fostering factors of the PLC. In this qualitative, topic-oriented study, face-to-face interviews were conducted with 15 teachers from elementary, middle and secondary schools and their respective principals (15) and superintendents (15). Generating themes was inductive, grounded in the perspectives articulated by participants. The principals and the teachers indicated that overload, a lack of resources and top-down commands were PLC-inhibiting factors. The superintendents saw the principal’s leadership style as a main PLC-fostering factor. Understanding how these three echelons in the school system perceive the inhibiting and fostering factors of a PLC could indicate whether and how this collaborative learning process can be nurtured and sustained in schools. 相似文献
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The interaction between approaches to teaching and students’ learning has been the focus of research for more than 20 years. Previous studies concerning approaches to teaching in higher education have identified two broad categories: content- and learning-focused approaches. Some studies indicate that teachers do not always adopt a consonant teaching- or learning-focused approach, but might employ elements of both, which results in a dissonant approach. Research on how dissonant approaches to teaching and students’ quality of learning are related is scant. This study explored relationships between how teachers’ approaches to teaching and undergraduate students’ self-reported approaches to learning and learning outcomes. The data for this study consisted of 33 semi-structured interviews with students from three courses. Interviews were analysed with qualitative content analysis. The results demonstrated that, when the teacher used a consonant learning-focused approach to teaching, students’ learning outcomes and approaches to learning were of a slightly higher quality than when the teacher employed a dissonant approach to teaching. However, a dissonant approach to teaching did not always result in a lower quality of approaches to learning and learning outcomes. 相似文献
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Mary E. Brenner Julie A. Bianchini Hilary A. Dwyer 《Journal of Science Teacher Education》2016,27(8):819-845
We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students’ families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers’ views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity. 相似文献
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With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics. 相似文献
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Adopting a critical literacy perspective in teaching is about how experiences, social contexts, languages, learning and power relations interact in language development. In this article, we explore how students’ critical literacies are enhanced and hindered by emotional power relations in the classroom. We investigate what happens when emotionally charged texts – here texts about wolves in Sweden – are used in lower secondary schools. Drawing on two examples we illustrate different ways of enhancing students’ critical approach to the argumentative text type. The article highlights the affective aspects of teaching, and thus the unforeseeable aspects of classroom interaction. Emotionally, the wolf issue became very different objects for the persons occupying the classrooms. It invoked, e.g. homosocial relations, racist accounts and nationalistic outbursts. The article stresses the significance of teacher intervention but argues that to facilitate critical literacy in emotionally charged classrooms, the circulation of emotions, including teachers’ emotions must be brought to light. 相似文献
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One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers’ professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time. 相似文献