专业学习社区中的对话:教师数学学习机会分析

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Pythagoras Pub Date : 2018-10-31 DOI:10.4102/PYTHAGORAS.
M. Chauraya, K. Brodie
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引用次数: 14

摘要

越来越多的人认为专业学习社区是一种有效的专业发展方法,需要了解这些社区如何为教师创造学习机会。专业学习社区的活动以促进学习的大学对话为基础,在本文中,我们分析了一个数学教师专业学习社区的学习机会。数据包括录音的社区对话。对话的重点是理解学习者错误背后的思维,教师参与了一些与学习者错误和学习者推理相关的活动。我们的分析表明,学习的机会是如何在识别学习者错误的根源以及学习者错误背后的思维中创造出来的。结果还显示,教师有机会学习如何识别学习者的学习需求,进而识别教师自己的学习需求。教师们也有机会加深自己对比率概念意义的理解。这些学习机会得到以下方面的支持:有一个学习重点,以引导者提问为特征的参与模式,教师的回应和解释,以及知识分享。这种专业学习社区的相互参与实践导致了教师课堂实践的新的和共享的意义。我们的研究结果还表明,在专业学习社区中,辅导员对教师学习的关键作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics
The growing perception of professional learning communities as an effective professional development approach needs to be supported with knowledge of how such communities create learning opportunities for teachers. Activities in professional learning communities are underpinned by collegial conversations that foster learning, and in this article we analysed such conversations for learning opportunities in one professional learning community of mathematics teachers. Data consisted of audio-recorded community conversations. The focus of the conversations was to understand the thinking behind learners’ errors, and teachers engaged in a number of activities related to learner errors and learner reasoning. Our analyses show how opportunities for learning were created in identifying the origins of learners’ errors as well as learners’ thinking underlying their errors. Results also showed that the teachers had opportunities for learning how to identify learners’ learning needs and in turn the teachers’ own learning needs. The teachers also had opportunities for deepening their own understanding of the conceptual meaning of ratio. The learning opportunities were supported by the following: having a learning focus, patterns of engagement that were characterised by facilitator questioning, teacher responses and explanations, and sharing knowledge. Such mutual engagement practices in professional learning communities resulted in new and shared meanings about teachers’ classroom practices. Our findings also show the critical role of a facilitator for teacher learning in professional learning communities.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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