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A case study of developing ICT-supported pedagogy through a collegial practice transfer process

机译：通过合规实践转移过程发展ICT支持的教学法的案例研究

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摘要

A collegial practice transfer process between more- and less-experienced teachers was examined in two cases that sought to encourage teachers to use information and communication technology (ICT) in a pedagogically meaningful way. Collegial practice transfer aims to offer new models for in-service teacher training. The process included guiding sessions, training materials presenting authentic pedagogical examples, and tryouts in the classroom. The success of practice transfer was examined through comparing the classroom practices of more- and less-experienced teachers applying the Pedagogical Infrastructure Framework, and through analyzing the tutored teachers' self-reported experiences in interviews. The process provided flexible support and gave self-confidence to the less-experienced teachers. Technology use was successful, but the tutored teachers designed less coherent tasks and weaker support for pupils' collaboration, knowledge construction and metacognition than their more-experienced colleagues. When tutoring, underlying educational ideologies and reasons should be explicated in addition to practical issues of classroom orchestration and technology use. (C) 2015 Elsevier Ltd. All rights reserved.
机译：在两个案例中，研究了经验丰富的老师和经验不足的老师之间的大学实践转移过程，以鼓励教师以教学上有意义的方式使用信息和通信技术（ICT）。高校实践转移旨在为在职教师培训提供新的模式。该过程包括指导会议，提供真实教学实例的培训材料以及课堂上的试用。通过比较经验丰富和经验不足的教师使用“教学基础设施框架”的课堂实践，并通过在访谈中分析辅导教师的自我报告经验，来检验实践转移的成功。该过程提供了灵活的支持，并给经验不足的教师以自信。技术的使用是成功的，但与经验丰富的同事相比，受辅导的老师设计的衔接任务较少，对学生的协作，知识建设和元认知的支持较弱。辅导时，除了课堂编排和技术使用的实际问题外，还应阐明基本的教育思想和原因。 （C）2015 Elsevier Ltd.保留所有权利。

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