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首页> 外文学位 >Knowledge, reflection, and dialogue: An educative exploration of co-operative inquiry as practical art in two professional education sites.
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Knowledge, reflection, and dialogue: An educative exploration of co-operative inquiry as practical art in two professional education sites.

机译：知识，反思和对话：在两个专业教育站点中对合作探究作为实用艺术的教育性探索。

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摘要

To encourage rethinking pedagogical practices from a dialectical, deliberative perspective, this study is an educative exploration of dialogical practice in two professional education sites--landscape architectural design studio and strategic leadership class--to examine and compare the epistemology of practice and the pedagogical assumptions on which each curriculum is based. Placing a focus on the developing relationships of teachers and students in pursuit of knowledge/reflection-in-action, this study looks into what/and how knowledge is constructed and disseminated, how social relations are structured, and how students and teachers come to see their roles in curricular events.; Based on the notion of "research as praxis" and the promises of "practice-centered inquiry," this study applies a co-operative action inquiry approach to increase quality and improve communication about pedagogic reality between the researcher and the researched. In order to know more about the rhetoric of words and images, this study implements a photographic discourse approach to gain a different perspective on classroom life and to establish validity in qualitative educational research. Viewing photography as a paradigmatic case of data analysis in the crisis of representation, in a deliberative process of invention, by way of metaphor and imagery, this study has presented a textual artifact to help grasp a thematic understanding of indeterminant zones of pedagogical practice in professional education.; In a situated, emerging, and "thinkingful" practice of co-operative inquiry as practical art, this study has addressed some tentative findings regarding (1) how to encourage an inquiry community in which teachers and students have equal access to defining what should be known in classroom social and cognitive text events; (2) which evaluative/reflective approach provides students with better feedback and fosters student creativity and competence in the pursuit of knowledge-in-action; and (3) what linguistic understanding of peer talk help capture the classroom ecology for the improvement of teaching and learning. In terms of validity, this study challenges the rather formulaic approaches in the qualitative research through a synthesis of symbolic validity, catalytic validity, and pragmatic validity.
机译：为了鼓励从辩证，审议的角度重新思考教学实践，本研究是对两个专业教育场所（景观建筑设计工作室和战略领导班级）中对话实践的教育性探索，以检查和比较实践的认识论和教学假设每个课程所基于的基础。本研究着重于发展师生之间的关系以追求知识/行动中的反思，研究了什么/以及如何构造和传播知识，如何建立社会关系以及如何看待学生和老师他们在课程活动中的作用。基于“以实践为研究”的概念和“以实践为中心的探究”的承诺，本研究采用合作行动探究方法来提高质量，并改善研究者与被研究者之间关于教学现实的交流。为了更多地了解单词和图像的修辞，本研究采用摄影话语方法来获得对课堂生活的不同看法，并建立定性教育研究的有效性。在一项有意识的发明过程中，通过隐喻和意象，在摄影的发明过程中，摄影将摄影视为代表危机中数据分析的典型案例，该研究提出了一种文本人工制品，以帮助对专业教学实践的不确定性领域进行主题理解。教育。;作为一种实用，新颖，“富有思想的”合作社探究实践，这项研究已经解决了以下一些初步发现：（1）如何鼓励探究社区，在这种社区中，教师和学生有平等的机会来定义应该做什么。在课堂社交和认知文字事件中众所周知； （2）哪种评估/反思方法可为学生提供更好的反馈，并培养他们在追求行动中知识方面的创造力和能力； （3）对同伴谈话的语言理解如何帮助捕捉课堂生态，从而改善教与学。在效度方面，本研究通过对符号效度，催化效度和语用效度进行综合，对质性研究中较为传统的方法提出了挑战。

著录项

  • 作者

    Chen, Hsiao-Lan Sharon.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Curriculum and Instruction.; Education Higher.
  • 学位 Ph.D.
  • 年度 1993
  • 页码 399 p.
  • 总页数 399
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;高等教育;
  • 关键词

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