我是一个很好的课堂老师,为什么我现在感到如此失落?研究一名博士生在大流行期间和之后成为教师教育工作者的转变

K. Kitts, S. Perry
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引用次数: 0

摘要

本研究采用自学方法,不仅考察了从课堂教师到教师教育者的转变,还考察了大流行期间在线教学过程中这种经历的复杂性增加,以及通过亲自教学向某种正常感觉的转变。数据来源包括作者One的反思日志,与关键朋友在整个过程中提供反馈的会议记录,以及从一年级到二年级应用的不同活动的学生工件。从我们对第一年日记的编码中,我们发现了作者一号作为教师教育者的身份与他在课堂上培养的互动类型有关。当他在第二年(2021年秋季)过渡到亲自教学时,我们看看他如何在网上环境中培养这些互动,并将其应用于他的亲自教学。他从第二学期的在线教学经验中学到的技巧指导了他在这一过程中,重要的朋友会议将重点关注他身份的过渡时刻,因为他在发展自己作为一名教师教育者的过程中又一次转变。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
I was a good classroom teacher, why do I feel so lost now? Examining a doctoral student’s transition with becoming a teacher educator during and post pandemic
Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One’s reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One’s identity as a teacher educator being tied to the types of interactions he fosters in his classroom.  As he transitions to teaching in person in year 2 (Fall 2021) we look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator.
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