Improving student's engagement - changing classroom discourse using teacher restorative professional development

C. Rofe, M. Stewart, Matt Wood
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引用次数: 1

Abstract

This paper introduces the concept of restorative teaching practice and argues that application of a restorative approach in teacher professional development may have positive outcomes for teachers and students' engagement. The majority of teachers exhibited a facilitator type role where less instructional discourse was observed with more positive feed forward discourse also observed. The majority of students were found to be more engaged with the changes in class discourse even when the students reported that the apparent level of task difficulty had been increased. The professional development's two staged approach ensured that the school was left with a sustainable process that could be utilised using internal staff.
利用教师恢复性专业发展提高学生的参与度——改变课堂话语
本文介绍了恢复性教学实践的概念,并认为在教师专业发展中应用恢复性教学方法可能会对教师和学生的参与产生积极的影响。大多数教师表现出促进者的角色,较少的教学话语被观察到,更多的积极前馈话语也被观察到。大多数学生被发现对课堂话语的变化更加投入,甚至当学生报告任务难度的表观水平增加时。专业发展的两阶段方法确保了学校留下了一个可持续的过程,可以利用内部员工。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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