双语职前教师通过多模态学习体验对课程作为混合空间的概念的演变

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-10 DOI:10.1016/j.tate.2024.104801

Patricia Martínez-Álvarez , Isabel Cuevas , Natalia Sáez , Minhye Son

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引用次数: 0

摘要

在文化历史活动理论（CHAT）的指导下，本研究考察了研究生课程中多模式教学法的有效性，以帮助 23 名双语职前教师（BPSTs）重新制定包容性课程。研究采用了连续的多种方法，定量分析使用研究者生成的评分标准评估了课程设计的变化，定性探索检查了拼贴画、粘土创作和书面元认知反思。研究发现，BPSTs 对混合性在课程设计中的作用进行了重大改革，并揭示了四种变革模式：质变保持激进、质变保持渐进、质变未保持和无质变。这项研究揭示了多模态中介在 BPSTs 学习中的应用。

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Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences

Guided by Cultural-Historical Activity Theory (CHAT), this study examined the effectiveness of multimodal pedagogical processes in a graduate course to help 23 bilingual pre-service teachers (BPSTs) reformulate curriculum for inclusivity. Using sequential multi-methods, quantitative analysis assessed changes in curriculum design using a researcher-generated rubric, and qualitative explorations examined collages, clay creations, and written metacognitive reflections. The study found that the BPSTs significantly reformulated the role of hybridity in curriculum design and revealed four patterns of change: Qualitative maintained radical, qualitative maintained gradual, qualitative not maintained, and no qualitative change. The study illuminates the use of multimodal mediators for BPSTs’ learning.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.