Patterns of meaning-making in online collaborative reflection sessions for teachers: An analysis of interactive frames and positioning

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Akiko Fujii , Atsuko Watanabe , Chitose Asaoka
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引用次数: 0

Abstract

Although theoretical models of reflection (Kolb, 1984; Korthagen, 1985) articulate an advanced stage of awareness, many aspects of the dynamic process of collaborative reflection remain unclear. The current study analyzes online collaborative reflection sessions among a total of five groups of 3–4 teachers over the course of two years. Three key interactional frames are identified: the Consultation Frame, the Discussion Frame, and the Think-Aloud Frame, each characterized by different positionings of the participants. The discussion frame was most conducive to moving to an advanced stage of reflection. Reframing may be crucial in attaining meaningful development of collaborative reflection sessions.
教师在线合作反思课程的意义建构模式:互动框架与定位分析
虽然反射的理论模型(Kolb, 1984;Korthagen, 1985)阐明了意识的高级阶段,但协作反思动态过程的许多方面仍不清楚。目前的研究分析了五组3-4名教师在两年的课程中进行的在线合作反思。确定了三个关键的互动框架:咨询框架、讨论框架和大声思考框架,每个框架都以参与者的不同立场为特征。讨论框架最有利于进入深入的反思阶段。重新规划可能是实现协作反思会议有意义发展的关键。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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