“它就像锤子和牙刷;你的余生都需要它。”——五位挪威教师在“思考学校”工作的经历

Erik Ryen, K. Jegstad
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引用次数: 0

摘要

本文调查了一群挪威教师在“思考学校”(即与英国咨询公司thinking Matters合作的学校)工作的经历。背景是挪威的课程发展,学校和教师在应用什么方法和教什么内容方面获得了越来越多的自由,同时被期望作为专业团体进行反思和发展。在这种情况下,看看教师如何利用外部参与者提供的工具和模型,以及他们如何在这些工具和模型与自己的教学理念以及课程对他们的要求之间进行协商,是很有趣的。我们首先分析了Thinking Matters发表的两份文件,然后询问教师如何体验思维学校方法对学生学习的影响,以及作为专业教师的他们自己。我们采访了五位教师,他们强调了在思考学校方法中工作的几个积极方面。然而,在这篇文章中,我们也发现了一些紧张局势,因为采用了全校的方法,强调教师应该使用的方法和学生应该掌握的方法,作为实现课程总体目标的一种方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘It is like a hammer and toothbrush; you need it for the rest of your life’ – Five Norwegian teachers’ experiences of working at a ‘thinking school’
This article investigates how a group of Norwegian teachers experience working at a ‘thinking school’ (i.e. a school that cooperates with UK-based consultancy Thinking Matters). The context is curriculum development in Norway, where schools and teachers are given increasing freedom in terms of what methods to apply and what content to teach while being expected to reflect and develop collectively as professional communities. In this setting, it is interesting to see how teachers utilise the tools and models offered by an external actor and how they negotiate between these and their own pedagogical ideas as well as the demands put on them by the curriculum. We approached this study by firstly analysing two documents published by Thinking Matters, and secondly by asking how the teachers experience the effects of the thinking school approach on pupils’ learning and themselves as professional teachers. We interviewed five teachers who emphasised several positive aspects of working within the thinking school approach. However, in this article, we also identify some tensions resulting from the adoption of a whole-school approach that emphasises the methods that teachers should use and that pupils should master as a way of achieving the overarching aims of the curriculum.
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