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首页> 外文期刊>Computers in Human Behavior >Moving from research on preservice teachers to co-learning with preservice teachers: Employing website design for knowledge mobilization
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Moving from research on preservice teachers to co-learning with preservice teachers: Employing website design for knowledge mobilization

机译：从对职前教师的研究过渡到与职前教师的共同学习：利用网站设计进行知识动员

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摘要

This paper outlines a two-phase research project on body image with Canadian preservice teachers. The first phase was mainly quantitative in the form of an online survey sent to 236 preservice teachers to explore their perceived levels of efficacy for teaching about body image and health. The results support earlier findings that teachers, in general, have a low comfort level with teaching body image in its complexity, and those preservice teachers who have ability and experience with sports tend to see body size more simplistically as an area of personal responsibility. Phase 2 of this research was a knowledge mobilization project working with a sub-group of the same preservice teachers. While both research phases involved the preservice teachers, the first phase involved a minimal level of cooperation in the form of data extraction. In comparison, the second phase involved significantly more cooperation with the participants through co-learning and knowledge construction activities. Findings indicate that knowledge mobilization projects can be one form of cooperative research where researchers and practitioners can collaborate in meaningful ways. These findings also illustrate how a co-learning orientation to the knowledge mobilization project promoted knowledge creation and learning for both the researchers and the preservice teachers. (C) 2015 Elsevier Ltd. All rights reserved.
机译：本文概述了与加拿大职前教师进行的有关身体形象的两阶段研究项目。第一阶段主要是定量的，形式是在线调查的形式，发送给236名职前教师，以探讨他们感知的身体形象和健康知识水平。这些结果支持了较早的发现，即教师总体上对教学中身体图像的复杂性感到不满意，而那些具有运动能力和经验的岗前教师则倾向于将身材大小简单地视为个人责任领域。该研究的第二阶段是与同一职前教师小组合作的知识动员项目。虽然两个研究阶段都涉及到了职前教师，但第一阶段涉及到了最低程度的数据提取形式的合作。相比之下，第二阶段通过共同学习和知识建设活动，与参与者之间的合作大大增加。研究结果表明，知识动员项目可以是合作研究的一种形式，研究人员和从业人员可以以有意义的方式进行合作。这些发现还说明了面向知识动员项目的共同学习导向如何促进研究人员和职前教师的知识创造和学习。 （C）2015 Elsevier Ltd.保留所有权利。

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