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How do I, a teacher-researcher, contribute to knowledge of teacher learning and practice in teacher education as I explore my values through self -study?

机译：当我通过自学探索自己的价值观时，作为一名教师研究者，我如何为教师学习和实践中的教师学习知识做出贡献？

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摘要

Stories told of and by teacher-researchers hold the potential to inform members of both academic and school communities with concerns about teaching and learning. The author's self-study and an embedded case study constitute this thesis. The latter is an instrumental, single-case (Stake, 1998), seeking to offer insight into teacher learning. It is framed by theories of cognition (Sternberg, 1998), adult learning (Mezirow, 1991), narrative (Gudmundsdottir, 1995), teacher-research (Connelly & Clandinin, 1999), and self-study (Hamilton, 1998). This thesis presents my experience as a teacher-researcher engaging in self-study, asking: "What do I care about in education?" (Whitehead, 1993).;In conducting my inquiry, I have become interested in knowing the following: (1) What have I learned? (2) How do I represent my learning? (3) How shall I take my learning forward?;Learning is understood to mean "the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action" (Mezirow, 1998, p. 6), and is seen in terms of improvement to professional practice. In examining the self-study report of my colleague, Nancy, the question "How is learning evidenced in the narrative report of the teacher-researcher engaging in self-study?" is addressed. A claim is made that, as teachers engage with questions about what they care about in education, they are learning. Data for my self-study include narrative accounts, artifacts, and images. Data for the embedded case include a co-constructed narrative account, photographs, a tape-recorded conversation, and interview and concept map collected between January 2000 and July 2003. Narrative data in the embedded case study were subjected to inductive and deductive analyses. Confirmatory evidence was sought in the conversation and interview, which were analyzed similarly, and the concept map, which was interrogated deductively. It may be seen that the stories of teacher-researchers inquiring into practice offer evidence of transformative learning (Mezirow, 1991), which may initiate and constitute living educational theory (Whitehead, 1993), and provide insights to those with interests in teacher education.
机译：教师研究者讲述的故事和讲故事的潜力，有可能使学术和学校社区的成员对教学感到担忧。作者的自学和嵌入式案例研究构成了本论文。后者是一种工具性的单例案例（Stake，1998），旨在提供对教师学习的见解。它由认知理论（Sternberg，1998），成人学习（Mezirow，1991），叙事（Gudmundsdottir，1995），教师研究（Connelly＆Clandinin，1999）和自学（Hamilton，1998）构成。本文介绍了我作为一名教师研究者从事自学的经历，并问道：“我在教育中关心什么？” （Whitehead，1993）。；在进行询问时，我对了解以下内容感兴趣：（1）我学到了什么？ （2）我如何代表我的学习？ （3）我应该如何进行学习？；学习被理解为是指“使用先验解释来解释一个人的经历的含义的新的或修订的解释，以指导未来行动的过程”（Mezirow，1998年，第6页），并且可以从改进专业实践的角度来看。在检查我的同事南希（Nancy）的自学报告时，出现了一个问题：“如何在从事自学的教师研究者的叙述报告中证明学习？”已解决。有人声称，随着教师对自己在教育中关心的问题提出疑问，他们正在学习。我的自学数据包括叙述性叙述，人工制品和图像。嵌入式案例的数据包括一个共同构建的叙事记录，照片，录音录音，访谈和概念图，这些采样是在2000年1月至2003年7月之间收集的。嵌入式案例研究中的叙事数据经过了归纳和演绎分析。在对话和访谈中寻求确定性证据，对它们进行类似的分析，并寻求概念图，并对其进行演绎性审问。可以看出，教师研究者探索实践的故事提供了变革性学习的证据（Mezirow，1991），可以启迪并构成生动的教育理论（Whitehead，1993），并为那些对教师教育感兴趣的人提供见解。

著录项

  • 作者

    McBride, Judith B.;

  • 作者单位

    McGill University (Canada).;

  • 授予单位 McGill University (Canada).;
  • 学科 Higher education.;Educational psychology.;Teacher education.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 337 p.
  • 总页数 337
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:42:13

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