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Adaptive Expertise—In Understanding and Teaching “Eco-Friendly” Design, Are Teachers Googling It Right?

机译：适应性专业知识—在理解和教学“生态友好”设计中，教师是否使用谷歌搜索是否正确？

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Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the environment. Comparable to a specific curriculum document, the content knowledge delivered through initial teacher education is specific to the conditions at a point in time, requiring teachers to adapt as the curriculum evolves. Peering through the lens of teacher content knowledge, research has shown that teachers need to efficiently adapt to these changes and effectively develop their expertise in the new content material. Those that can innovate in applying their existing knowledge to the new content are said to possess adaptive expertise. Given the breadth and diversity of school curriculum, the economisation of formalised professional learning opportunities does not address the shortfall in teacher content knowledge. As a result, qualified teachers have resorted to autonomous methods of professional learning to bridge the knowledge gap. This study examines whether autonomous professional learning approaches are an effective method for teachers to gain an understanding of new syllabus content. Using a case study of technology education teachers self-educating around the concepts of eco-friendly technology education, the study identifies the intrinsic motivation of teachers to know and understand their evolving subject, and provides a basis for self-directed and autonomous professional learning. What this results in is the successful development of a basic understanding of new information and concepts in technology education.
机译：任何课程都是在某个时间点发展可感知的社会，政治和经济需求的构架。鉴于这些需求处于不断变化的状态，因此课程会定期进行更新和发展。在课程文档的迭代中获得更多可见性是澳大利亚人需要更多地了解其活动对环境的影响。与特定的课程文件相比，通过初始教师教育提供的内容知识是针对特定时间点的特定条件的，需要教师随着课程的发展而适应。从教师内容知识的角度来看，研究表明，教师需要有效地适应这些变化，并有效地发展他们在新内容材料中的专业知识。那些可以在将现有知识应用于新内容方面进行创新的公司拥有适应性专业知识。考虑到学校课程的广度和多样性，节省正规专业学习机会并不能解决教师内容知识的不足。因此，合格的教师已采用自主的专业学习方法来弥合知识差距。这项研究探讨了自主职业学习方法是否是教师了解新课程大纲内容的有效方法。通过对技术教育教师进行自我教育的案例研究，围绕生态友好型技术教育的概念，该研究确定了教师了解和理解其不断发展的学科的内在动机，并为自我指导和自主的专业学习提供了基础。结果是成功发展了对技术教育中新信息和新概念的基本理解。

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