运用复杂性理论理解教学：职前教师视角的重构

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-01-18 DOI:10.1016/j.tate.2024.104905

Mistilina Sato, Ting Ma, Jane Abbiss

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引用次数: 0

摘要

本文通过运用复杂性理论对职前教师将教学视为复杂活动的理解进行了探索性分析。对38名参加新西兰奥特罗阿大学为期一年的研究生水平教师教育项目的中小学职前教师的采访表明，这些职前教师在命名和理解教学中的这种复杂性方面存在概念性语言的局限性。利用复杂性理论中的概念，我们重塑了职前教师对教学的描述，提供了新的语言来描述与非线性和网络化活动相关的教学动态，在可预测性和不确定性之间工作，以及适应的必要性。

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Using complexity theory to understand teaching: Re-framing perspectives from preservice teachers

This paper is an exploratory analysis of preservice teachers' understandings of teaching as complex activity through the explicit use of complexity theory. Interviews with 38 primary and secondary preservice teachers enrolled in a one-year, graduate-level, university-based teacher education programme in Aotearoa New Zealand indicate limitations in the conceptual language these preservice teachers have for naming and understanding this complexity in teaching. Drawing on the concepts within complexity theory, we recast preservice teachers’ descriptions of teaching, offering new language for describing the emergent dynamics of teaching in relation to its non-linear and networked activity, working between predictability and uncertainty, and the necessity of adaptation.

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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.