重点是什么?教师候选人执业探究目的的个案研究

Q2 Social Sciences
Logan Rutten, Rachel Wolkenhauer
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引用次数: 1

摘要

世界各地的教师教育计划都采用了在教师候选人中促进探究立场的目标。这些项目通常将教师候选人的临床实践置于从业者探究中——这是一个由探究社区支持的周期性、系统性和有意的过程。虽然民主和公正导向的目的在理论上是探究立场构建的核心,但很少有经验证据表明教师候选人如何理解自己的探究目的。本文描述了六名教师候选人在临床丰富的教师教育计划中进行从业者调查时所支持的目的。教师候选人表现出五种重叠的询问目的:过程完成目的、学习目的、工具/效率目的、社会变革目的和反应性目的。教师候选人很少将他们的问题与公正、民主社会的更广阔愿景联系起来。虽然还需要进一步的研究,但本研究的结果表明,了解教师候选人如何理解探究的目的可以帮助教师教育者发展教师候选人的探究立场。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What’s the Point? A Case Study Characterizing Teacher Candidates’ Purposes for Practitioner Inquiry
ABSTRACT Teacher education programs worldwide have adopted the goal of promoting an inquiry stance among teacher candidates. Such programs commonly ground teacher candidates’ clinical practice in practitioner inquiry – a cyclical, systematic, and intentional process supported by inquiry communities. While democratic and justice-oriented purposes are theoretically central to the inquiry stance construct, little empirical evidence exists to illustrate how teacher candidates understand their own purposes for inquiring. This article describes the purposes espoused by six teacher candidates as they conducted practitioner inquiry in a clinically rich teacher education program. The teacher candidates exhibited five overlapping purposes for inquiring: process completion purpose, learning purpose, instrumental/efficiency purpose, social change purpose, and responsive purpose. Teacher candidates seldom connected their inquiries to any broader vision of a just, democratic society. While additional research is needed, this study’s findings suggest that understanding how teacher candidates understand inquiry’s purposes could assist teacher educators in developing teacher candidates’ inquiry stances.
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来源期刊
Action in Teacher Education
Action in Teacher Education Social Sciences-Education
CiteScore
2.30
自引率
0.00%
发文量
14
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