保持势头：教师领导关于改变学校数学实践的身份叙述

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-09-29 DOI:10.1016/j.tate.2025.105234

Karina J. Wilkie

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引用次数: 0

摘要

最近的研究工作集中在教师领导是否/如何通过领导专业学习来促进学校教学实践的改进。本文利用叙事定义的认同理论来调查8位澳大利亚教师领导如何主动地让他们的数学学生参与概念要求的问题解决。领导们叙述了个人和集体的努力，以解决学生和同事对通过问题解决教学方法的积极和消极反应。研究发现，他们对未来领导的设想侧重于维持/提高学生和教师参与度的方法，这在他们的个人和公共教学话语中得到了证明。本文分享了对教师领导和教师教育者的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Maintaining momentum: Teacher-leaders’ identity narratives about transforming school mathematics practice

Recent research efforts have focussed on if/how teacher-leaders might stimulate improvements in their school's teaching practice through leading professional learning. This article draws on narrative-defined identity theory to investigate eight Australian teacher-leaders’ initiative to engage their mathematics students in conceptually-demanding problem-solving. The leaders narrated individual and collective efforts to address students' and colleagues' positive and negative reactions to the teaching-through-problem-solving approach. Their envisioning of future leading was found to focus on ways to sustain/improve the engagement of both students and teachers, evidenced across their individual and communal pedagogical discourses. Suggested implications for teacher-leaders and teacher educators are shared.

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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.