Changes in teachers' epistemic cognition about self-regulated learning as they engaged in a researcher-facilitated professional learning community
Changes in teachers' epistemic cognition about self-regulated learning as they engaged in a researcher-facilitated professional learning community
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DOI：
10.1080/1359866x.2019.1599098
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发表时间：
2019-04-11
影响因子：
2.6
通讯作者：
Askell-Williams, Helen
中科院分区：
文献类型：
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作者：
Barr, Shyam;Askell-Williams, Helen
对教师认识的研究是理解教师教学知识质量的关键。通常情况下，对教师知识质量的调查是在传统学科领域内进行的，如科学或数学。然而，发展高质量的教师知识，提高学生的能力，从事自主学习（SRL），跨学科领域，同样重要。研究表明，教师对自主学习的知识和认识信念存在差距，这是教师对自主学习认识的基础。本文介绍了教师对自主学习的认识性认知模型，并对四名中学理科教师进行了为期12周的研究者促进的专业学习共同体（PLC）的微观分析研究。访谈和教案的主题和数值分析表明，PLC促进了教师对他们的知识和他们对SRL的认识信念的反思性检查。四名教师中有三名在自主学习内容知识、教学内容知识和建构主义信念方面得到了持续的改善。提供机会，如促进PLC，使教师能够反射性地检查他们的认识性认知的一个通用的主题，如SRL，可能是一个必要的步骤，在翻译的学习和教学研究到课堂实践。
Research into teachers' epistemic cognition is emerging as a key to understanding the quality of teachers' knowledge for teaching. Typically, investigations into the quality of teachers' knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving students' abilities to engage in self-regulated learning (SRL), across subject areas, is equally important. Studies have demonstrated gaps in teachers' knowledge and epistemic beliefs about SRL - the foundations for teachers' epistemic cognition about SRL. This paper introduces a model of teachers' epistemic cognition about SRL, and reports a micro-analytic study with four secondary science teachers who undertook a 12-week researcher-facilitated Professional Learning Community (PLC). Thematic and numerical analysis of interviews and lesson plans indicated that the PLC facilitated teachers' reflexive examination of their knowledge and their epistemic beliefs about SRL. Improvements in SRL content knowledge, pedagogical content knowledge and constructivist beliefs were observed consistently for three of the four teachers. Providing opportunities, such as a facilitated PLC, to enable teachers to reflexively examine their epistemic cognition about a generic subject such as SRL, may be a necessary step in translating research about learning and instruction into classroom practices.