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首页> 外文期刊>Journal of Mathematics Teacher Education >Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion
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Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion

机译：教师的学习哲学观念：讨论情境和情境化讨论

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With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices, their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather than make associative links between these factors and the success of the initiative, our intention is to examine the ways in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher.
机译：随着将任何新的主动性引入数学课堂，通常会认为它会在教学方法和学生进步方面产生可见的和可衡量的效果。然而，有大量研究可以减轻这种乐观情绪，引起人们对一系列缓解因素的关注，例如，教师行为的根深蒂固的性质，其内隐或表述的信念和价值观，以及他们缺乏对以下方面的详细认识他们在课堂上的表现如何。我们的目的不是研究这些因素与计划的成功之间的联系，而是要研究教师试图解释新计划对他们的要求的方式，以及与之互动如何促使他们重新描述的方式。他们的教学理解和课堂实践都与早期方法有关。我们利用一个小项目中的数据，通过考虑某些关键术语如何在此过渡期间锚定教师的自我概念并发现他们的回应，来研究四种教师为应对这种从一种教学范式向另一种教学范式的转变而采取的举措。可以是特有的，并且可以根据以前嵌入它们的方法而有所不同。通过使用一些新马克思主义作家的理论思想，我们研究了这些话语转变及其与构想课程变革的相关性。我们建议，个人的教学实践应通过一系列意识形态过滤器的理解和实施而发展，每种过滤器都可以增加教师的累积经验。

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