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首页> 外文期刊>Journal of mathematics teacher education >Reconceptualizing ways of studying teacher learning: working with teachers rather than conducting research on teachers
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Reconceptualizing ways of studying teacher learning: working with teachers rather than conducting research on teachers

机译：培养学习教师学习的方式：与教师合作，而不是对教师进行研究

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摘要

Recent discussions in the education research community about impacting teacher learning have begun to highlight the importance of actively engaging with teachers to design and implement professional learning experiences. Research on professional learning experiences for teachers has consistently revealed the challenges of impacting teacher practice, including the need for a variety of learning experiences and the considerable time needed for teachers to change their practice in the intended ways. On the one hand, we have learned that certain features of professional learning experiences can make them more effective, such as inquiry into teaching and learning, learning in ways that model particular pedagogical approaches, ongoing reflection on one’s own practice and learning, working with colleagues to translate ideas into their specific contexts and ongoing support for their learning (e.g., Geiger et al. 2016; Kazemi and Franke 2004; Slavit and Nelson 2010; Steinberg et al. 2004). But on the other hand, we have long known that most professional learning experiences are relatively short in duration and fail to provide ongoing support. The result is often that they end long before changes in teacher practice are able to take root.
机译：关于影响教师学习的教育研究界的最近讨论已经开始突出积极与教师设计和实施专业学习经验的重要性。教师专业学习经验的研究一直展示了影响教师实践的挑战，包括需要各种学习经历以及教师以预期方式改变实践所需的相当长的时间。一方面，我们了解到，专业学习经历的某些特征可以使它们更有效，如探究教学和学习，以模型特定教学方法的方式学习，对自己的实践和学习的持续反思，与同事合作将想法转化为他们的具体背景和持续支持他们的学习（例如，Geiger等，2016; Kazemi和Franke 2004; Slavit和Nelson 2010; Steinberg等，2004）。但另一方面，我们很想知道，大多数专业学习经历的持续时间相对较短，并且无法提供持续的支持。结果往往是，他们在教师练习的变化能够扎根之前长期结束。

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