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Encouraging teachers to design their own professional learning through inquiry: An elementary principal conducts practitioner action research.

机译：鼓励教师通过询问来设计自己的专业学习：一位小学校长进行从业人员行动研究。

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摘要

Imagine school-based meetings that encourage faculty to design and direct their own professional learning during the course of a school year. This is the type of structure I implemented at Lakeside Elementary School during the 2013-2014 school year. With this practitioner action research study, I seek to add to the research related to the ways inquiry is presented and used as a professional learning structure within schools. I examine the way I, an elementary school principal, established a series of faculty meetings called "Design Your Own Learning" in which teachers were responsible for planning and carrying out professional learning based upon their own inquiry into their daily practices with students. Using a framework that defined inquiry as the many professional interactions within a school that promote processing and questioning of student and school needs, professional knowledge and understanding, as well practices that open a dialogue about ways to address and learn from each, I investigated the core question, "What happens when I (the building principal) implement an inquiry based professional learning structure (Design Your Own Learning) in my school?";I found that the Design Your Own Learning structure provided dedicated time and space for teachers to direct their own learning and reimagine the way a "meeting" structure, such as a typical faculty meeting, could be a space in which to engage in professional inquiry. I came to see myself as a teacher educator, learning how to support my faculty as they engaged in inquiry. This highlighted a challenge between what I (the principal) "understood" about being a principal or educational leader and my emerging conception of a principal as teacher educator. Additionally, I found that the teachers who engaged in Design Your Own Learning gained useful inquiry skills that helped them think critically about their teaching, learn with and from colleagues, and challenge school norms to ask meaningful questions about their practices. This study made clear that teachers do have the willingness and capacity to engage in meaningful and practical inquiry.
机译：想象一下以学校为基础的会议，这些会议会鼓励教师在一个学年中设计和指导自己的专业学习。这是我在2013-2014学年期间在湖滨小学实施的结构类型。通过这项从业者行动研究，我力求增加与提出探究方式和将探究方式用作学校内部专业学习结构有关的研究。我研究了我作为一名小学校长的方式，召开了一系列名为“设计自己的学习”的教务会议，教师根据自己对学生日常活动的询问，负责计划和进行专业学习。我使用一个框架将调查定义为学校内促进学生和学校需求的处理和质疑，专业知识和理解的多种专业互动，以及就解决和学习每种方式进行对话的实践，从而调查了核心问题，“当我（建筑负责人）在学校实施基于查询的专业学习结构（设计自己的学习）时会发生什么？”；我发现“设计自己的学习”结构为教师提供了专门的时间和空间来指导他们自己的学习并重新构想“会议”结构（例如典型的教师会议）可能是从事专业探究的空间。我开始把自己看作是一名教师教育者，在他们从事探究的同时学习如何支持我的教师。这凸显了我（校长）对校长或教育领导者的“理解”与我对校长作为教师教育者的新概念之间的挑战。另外，我发现从事“设计自己的学习”的老师获得了有用的探究技能，可以帮助他们批判性地思考自己的教学，与同事一起学习，并挑战学校规范以提出有关其实践的有意义的问题。这项研究清楚地表明，教师确实有意愿和能力从事有意义和实际的探究。

著录项

  • 作者

    Ryan, Michael G.;

  • 作者单位

    Montclair State University.;

  • 授予单位 Montclair State University.;
  • 学科 Educational leadership.;Educational administration.;Teacher education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 328 p.
  • 总页数 328
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 等离子体物理学;
  • 关键词

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