• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>IFIP TC3/WG3.1 amp; WG3.3 Working Conference on ICT and the Teacher of the Future; Jan 27-31, 2003; Melbourne, Australia >From Facilitator to Knowledge-Builder: A New Role for the Teacher of the Future
【24h】

From Facilitator to Knowledge-Builder: A New Role for the Teacher of the Future

机译：从主持人到知识构建者：未来老师的新角色

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The transition from facilitator to knowledge-builder implies that the teacher acts within a community of practice, which requires collective will and supportive leadership. Where participants take risks, reflect on experiences and share their learning, they build organisational knowledge as well as developing individual skill. The knowledge-building role was well-developed in the primary schools in this study, where collaborative planning, reflective journal-writing and video-conferencing were used by teaching teams. In the secondary schools teachers were experimenting with new applications of technology but were generally not reflecting systematically on their practice or their role, nor collaborating in their daily work, due in part to the pressures they perceived to meet their individual obligations of teaching a range of classes. The projects described in this paper indicate that purposeful, collaborative and supported curriculum projects provide a means of professional development for knowledge-building that can occur through teachers' daily work.
机译：从促进者到知识积累者的转变意味着教师在一个实践社区内行动，这需要集体意志和支持性领导。在参与者承担风险，反思经验并分享他们的学习的地方，他们建立组织知识并发展个人技能。在这项研究中，小学的知识建设作用得到了很好的发展，教学团队使用协作计划，反思性日记撰写和视频会议。在中学，教师们正在尝试新的技术应用，但总体上没有系统地反思其实践或作用，也没有在日常工作中进行合作，部分原因是他们认为自己承担着承担一系列教学任务的压力。类。本文所述的项目表明，有目的，合作和支持的课程项目为教师的日常工作中可能出现的知识积累提供了专业发展的手段。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号