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Teaching and learning in community: a phenomenological study of community college faculty pedagogy and learning communities

机译：社区中的教与学：社区大学教师教学与学习社区的现象学研究

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摘要

This study explored whether faculty/student collaboration in learning communities can help fulfill faculty members\u27 professional developmental needs, and if so, how these teaching experiences in learning communities benefit the faculty and their institution. The research sought to discover if faculty perceived that they experienced rejuvenation because of their participation in learning communities, and as a result of this rejuvenation, did they perceive that they had altered their pedagogy. And finally, the study investigated whether or not faculty perceived if their participation in learning communities affected their stand-alone classes and other college responsibilities such as committee work. This qualitative inquiry used an in-depth phenomenological interview process to seek the data. Six participants from a metropolitan community college in the Southwest were each interviewed three times. The first interview was a life story interview, which focused on teaching careers in general. The second interview asked each to reflect specifically on their learning community teaching experiences, and in the third interview, each was given the opportunity to make meaning from all teaching experiences and indicate if they felt learning communities had affected pedagogy and participation in college activities and responsibilities. The analysis of the transcribed interviews revealed the following themes: a passion for teaching; strong and positive attitudes about students; the importance of learning communities in their teaching experiences; a metaphor about marriage and their teaching partners; the multiple ways their pedagogy had been altered; the need for flexibility if participating in learning communities; and multiple types of faculty benefits, such as how faculty learn more when teaching with a partner, how they use collaboration, and how learning communities provide significant opportunities for faculty development. This study suggests that institutions contemplating starting learning community initiatives or alternative methods for faculty development would benefit from reading the rich descriptions embedded in the participants\u27 stories. Finally, the study offers the rationale for beginning a learning community initiative because faculty and the institution have opportunities to gain significant benefits, such as synergy, a more creative faculty, and a faculty who are more willing to participate in additional academic responsibilities.
机译：这项研究探讨了学习社区中的教师/学生协作是否可以帮助满足教师的专业发展需求，如果可以，学习社区中的这些教学经验如何使教师及其机构受益。该研究试图发现教师是否因为参加学习社区而感到自己经历了复兴，并且由于这种复兴，他们是否认为自己改变了教学法。最后，该研究调查了教师是否意识到他们参与学习社区是否影响了他们的独立班级和其他大学职责，例如委员会工作。该定性查询使用了深入的现象学访谈过程来寻找数据。西南一所都市社区学院的六名参与者分别接受了三次采访。第一次面试是一个生活故事面试，重点是一般的教学职业。第二次面试要求每个人具体反思他们的学习社区的教学经验，而在第三次面试中，每个人都有机会从所有的教学经验中获得意义，并指出他们是否认为学习社区影响了教学法以及对大学活动和职责的参与。对转录访谈的分析显示出以下主题：对教学的热情；对学生的强烈和积极的态度；学习社区在其教学经验中的重要性；关于婚姻及其伴侣的隐喻；他们的教学法有多种改变；参与学习社区的灵活性需求；以及多种类型的教职员工福利，例如，教职员工在与合作伙伴一起教书时如何学习更多知识，他们如何利用协作以及学习社区如何为教职员工发展提供重要机会。这项研究表明，打算开始学习社区活动或教师发展替代方法的机构将从阅读参与者故事中嵌入的丰富描述中受益。最后，该研究为开始学习社区计划提供了理论依据，因为教师和机构有机会获得重大利益，例如协同作用，更具创造力的教师以及更愿意承担额外学术责任的教师。

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  • 作者

    Jedele, Randall Eugene;

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  • 年度 2007
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  • 原文格式 PDF
  • 正文语种 en
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