• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Living an *inquiry stance toward teaching: Teachers' perceptions of teacher inquiry in a professional development school context
【24h】

Living an *inquiry stance toward teaching: Teachers' perceptions of teacher inquiry in a professional development school context

机译：对教学采取询价态度：在专业发展学校的环境中，教师对教师询价的看法

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

This phenomenological case study describes how veteran PDS teachers, who are committed to an inquiry stance toward teaching and who work in PDS sites intended as cultures of inquiry, understand teacher inquiry and how they live it (or how it is played out) in their professional lives. Within this study, teacher inquiry is defined as systematic and deliberate inquiry involving data, analysis, and eventual change. The purpose of this dissertation research was to understand and describe the experience of teacher inquiry through the perceptions of teachers who work in a local Professional Development School partnership and self-identify as living an inquiry stance toward teaching. Data from this study focused on two main questions: "What does inquiry mean?" and "What are the relationships between inquiry and the environment?" This dissertation is written as acts in a play to respect the fact that the participants, PDS teachers, are living this drama of teacher inquiry and the researcher is writing their stories to inform a wider audience of teachers, teacher educators and educational researchers.;Findings pertaining to what inquiry means as well as what the relationships are between inquiry and the environment lead to a discussion of four themes: (1) Teacher inquiry is made up of interactive forms. (2) Teacher inquiry consists of simultaneous growth for teachers and students. (3) Teacher inquiry is enhanced in professional learning communities where uncertainty and dialogue are embraced and appreciated. (4) Teacher inquiry and this PDS partnership context have an explicit connection even though there are varying degrees of participation. Additionally, data analysis demonstrated evidence of inherent tensions in these PDS teachers' stories and shared understandings of teacher inquiry. Tensions include: (1) Visibility---Invisibility; (2) Conceptual---Procedural Understandings; (3) External---Internal; (4) Individual---Collective Agency; (5) Researcher Tension: Inside---Outside.;When teachers live an inquiry stance, they have the potential to add to the knowledge base on teaching, improve learning opportunities for themselves and their students, and impact educational and social change in their local and global communities.
机译：此现象学案例研究描述了资深PDS教师，致力于教学探究态度以及在旨在探究文化的PDS站点中工作的人如何理解教师探究以及他们在专业中的生活方式（或表现方式）生活。在本研究中，教师探究被定义为涉及数据，分析和最终变更的系统性和故意探究。论文研究的目的是通过在当地专业发展学校合作伙伴关系中工作并自我认同为教学探究态度的教师的理解来理解和描述教师探究的经验。这项研究的数据集中在两个主要问题上：“询问意味着什么？”和“查询与环境之间有什么关系？”本文的写作是在表演中扮演的角色，以尊重参与者（即PDS教师）正在经历这种教师探究戏剧，并且研究人员正在撰写其故事以向更广泛的教师，教师教育者和教育研究人员传达信息的事实。关于探究的意义以及探究和环境之间的关系的讨论导致对四个主题的讨论：（1）教师探究由互动形式组成。 （2）教师探究包括师生同时成长。 （3）在接受和赞赏不确定性和对话的专业学习社区中，教师探究性得到增强。 （4）即使参与程度不同，教师询问和PDS合作关系也有明确的联系。此外，数据分析证明了这些PDS教师故事中固有的内在压力，并分享了对教师探究的理解。张力包括：（1）可见性---可见性； （2）概念-程序理解； （3）外部-内部; （4）个人-集体代理； （5）研究者的张力：内在-外在；当教师提出探究态度时，他们有可能增加教学方面的知识基础，增加自己和学生的学习机会，并影响他们的教育和社会变革本地和全球社区。

著录项

  • 作者

    Snow-Gerono, Jennifer Lynn.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Curriculum development.;Adult education.;Teacher education.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 301 p.
  • 总页数 301
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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