{"title":"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","authors":"Kathryn M. Bateman, Scott McDonald","doi":"10.1186/s43031-023-00081-6","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"121 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Policy translation in assemblage: networked actors mediating science teachers’ policy play\",\"authors\":\"Kathryn M. Bateman, Scott McDonald\",\"doi\":\"10.1186/s43031-023-00081-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":72822,\"journal\":{\"name\":\"Disciplinary and interdisciplinary science education research\",\"volume\":\"121 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Disciplinary and interdisciplinary science education research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1186/s43031-023-00081-6\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Disciplinary and interdisciplinary science education research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s43031-023-00081-6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.