集合中的政策翻译:网络行为体对科学教师政策发挥的中介作用

Kathryn M. Bateman, Scott McDonald
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引用次数: 0

摘要

教育政策是由众多政策组成的复杂系统的一部分,科学教师在运用这些政策之前必须对其有所了解。运用行为者网络理论,我们考察了网络行为者如何调节教师的政策发挥。利用民族志方法和后结构分析工具,我们确定了四个中介因素:支持的实践、学习事件、管理员关系和实践社区。这些行为者在集体中相互作用,调解教师的政策困境和政策反应,因为他们玩弄政策。我们的研究结果表明,有必要更密切地关注政策在教师政策发挥中的相互作用,政策困境作为学习机会,教师政策发挥中与管理者的社会关系的重要性,以及采用致命忠诚的危险。我们认为这些发现可以作为工具,帮助教师教育工作者围绕他们作为政策的翻译和执行者的角色,规划未来的教师学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Policy translation in assemblage: networked actors mediating science teachers’ policy play
Abstract Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play. Drawing on ethnographic methods and post-structural analytic tools, we identified four mediating actors: espoused practices, learning events, administrator relationships, and communities of practice. These actors interact in the assemblage to mediate teachers’ policy dilemmas and policy responses, as they play with policies. Our findings indicate a need to look more closely at the interactions of policies with one another in teachers’ policy play, policy dilemmas as learning opportunities, the importance of social relationships with administrators in teachers’ policy play, and the dangers of lethal fidelity in adoption. We see these findings as tools to assist teacher educators in planning for future teacher learning around their role as translators and implementers of policy.
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