学前教师工作小组的参与和学习:以数学为重点的专业发展的实践分析社区

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Kathryn E. Boonstra, H. Miesner, E. Graue, Eric Grodsky
{"title":"学前教师工作小组的参与和学习:以数学为重点的专业发展的实践分析社区","authors":"Kathryn E. Boonstra, H. Miesner, E. Graue, Eric Grodsky","doi":"10.1080/10901027.2022.2104185","DOIUrl":null,"url":null,"abstract":"ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers’ learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers’ learning.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development\",\"authors\":\"Kathryn E. Boonstra, H. Miesner, E. Graue, Eric Grodsky\",\"doi\":\"10.1080/10901027.2022.2104185\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers’ learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers’ learning.\",\"PeriodicalId\":45981,\"journal\":{\"name\":\"Journal of Early Childhood Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2022-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Early Childhood Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10901027.2022.2104185\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10901027.2022.2104185","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

摘要专业协作被广泛视为教育工作者专业发展的重要组成部分,但我们对协作工作组中支撑教师学习的互动过程知之甚少。在为期一年、以数学为重点的学前教师专业发展系列中,本文重点关注四个协作工作组。使用实践社区框架,我们分析了教师工作组对话,以了解这些互动如何影响教师的学习。我们确定了三种参与模式,它们是工作组对话的特征,并影响参与者学习机会的可用性和质量:人际管理、验证和集体推理。研究结果深入了解了教师工作组中的互动过程如何促进或抑制教师的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development
ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers’ learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers’ learning.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Early Childhood Teacher Education
Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
16.70%
发文量
27
期刊介绍: The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信