数据支持的引导反思程序:深化K12教师的反思性思维

Proceedings of the 2022 5th International Conference on Education Technology Management Pub Date : 2022-12-16 DOI:10.1145/3582580.3582638

Yuanxiang Sun, Xiaodong Xu

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引用次数: 0

摘要

本研究通过对几位K12数学教师的教学研究，探讨了如何借助数据支持的引导反思过程来深化教师的深度反思思维，为教师发展的现有领域做出了贡献。本研究显示教师(n=8)如何在课后遵循数据支持的引导反思程序。通过反思工作坊记录、教师应用数据支持引导反思程序前的反思日志和教师应用数据支持引导反思程序后的反思日志收集数据，并对内容进行分析。研究结果揭示了深度反思的含义、支持教师深度反思的数据来源，并论证了数据支持的反思过程可以深化教师的反思思维，以及数据如何有利于教师的反思。

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Data-supported Guided Reflection Procedure: Deepening Reflective Thinking for K12 Teachers

This study contributes to the existing field of teacher development by investigating how to deepen teachers' deep reflective thinking with the help of a data-supported guided reflection procedure during the teaching research of several K12 mathematics teachers. This study showed how teachers (n=8) followed a data-supported guided reflection procedure after class. The data were collected through reflection workshop recordings, reflective journals before teachers applied the data-supported guided reflection procedure, and reflective journals after teachers applied the data-supported guided reflection procedure, and were analyzed for content. The results reveal the meaning of deep reflection, the data sources that support teachers' deep reflection, and demonstrate that the data-supported reflection procedure can deepen teachers' reflective thinking and how data can benefit teachers' reflection.

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Proceedings of the 2022 5th International Conference on Education Technology Management

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