以研究性促进教师能动性和创造性教学

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

English Teaching-Practice and Critique Pub Date : 2019-06-03 DOI:10.1108/ETPC-11-2018-0107

A. Cloonan, K. Hutchison, L. Paatsch

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引用次数: 5

摘要

目的通过学生在高风险考试成绩和标准化专业学习上的表现来衡量教师素质，以应对教师自主性和创造力受到的威胁，本研究旨在探索教师合作研究为促进教师代理提供机会。设计/方法/方法作者探讨了以下研究问题:如何将信息和通信技术以及创造性和批判性思维整合到英语教学中的代理教师研究?运用民族志工具和受生态教师能动性影响的分析视角，对教师研究中教师能动性的形成因素进行了研究。教师对合作研究的经验和见解表明，通过个人和专业叙述以及可用的文化、结构和物质资源的相互作用，教师能动性得以实现。揭示了教师研究与创造性教学和教师能动性之间的交叉点。原创性/价值三个独立的研究领域，包括教师能动性、教师研究和创造性教学，汇集在一起，深入了解教师研究如何在识字学习中促进创造性教学，从而增强教师的协作、自主和能动性。

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Promoting teachers’ agency and creative teaching through research

Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed. Originality/value Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.

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来源期刊

English Teaching-Practice and Critique Multiple-

CiteScore

1.40

自引率

11.10%

发文量

期刊介绍： English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. The journal published three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives. Often special issues of the journal focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.