Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework
Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework
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重新考虑教学专业知识：技术、教学法、内容和空间（TPeCS）知识框架
DOI：
10.1111/bjet.12847
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发表时间：
2019
影响因子：
6.6
通讯作者：
Rachel Levin
中科院分区：
文献类型：
--
作者：
Yael Kali;O. Sagy;Maya Benichou;Osnat Atias;Rachel Levin
越来越多的人期望学校从业者在他们的学校领导建设项目，以创造未来的学习空间(FL)，支持当今网络社会的学习。这项研究考察了一所学校的实践者通过长期的研究-实践伙伴关系(RPP)发展他们准备将FLS纳入学校的过程，该伙伴关系侧重于为当代教学共同设计学习材料。为了将这一过程概念化，我们引入了技术、教育学、内容和空间(TPeCS)知识框架，该框架通过将当前教学专业知识的概念化与外语教学专业领域捆绑在一起，扩展了现有的教学专业知识概念化。我们解释从业者的学习在一系列行动反应循序渐进的发展中，沿着合作伙伴关系的两年时间线。访问FLS，研究人员在那里对他们的指导进行建模、指导，然后根据这一时间表淡化他们的指导，在从业者准备将FLS纳入他们的学校方面发挥了关键作用。在TPeCS的所有方面中，教学领域是最具挑战性的。我们的结论是，学校从业者在学校内领导外语学习努力的参与可以为从业者提供一个前所未有的机会来发展当代教学技能，对外汉语教学是使教育学可视化的理想空间。实践者注关于这一主题的已知内容越来越多地期望学校实践者参与到外语教学的建设/改造项目中。教学专业知识通常被概念化为技术、教学和内容知识(TPaCK)。本文增加了一个新的框架，将教学专业知识概念化为结合技术、教学、内容和空间(TPeCS)考虑的灵活使用知识的能力。TPeCS中的教学部分具有瓶颈质量。缩小教学差距可以加速其他TPeCS组成部分的发展。参观最先进的外语教学，包括建模、指导和淡化专家指导，可以促进学员TPeCS知识和能力的发展，增加他们将外语教学融入学校的准备。FLSS，特别是大型数字显示器的使用，是使教学变得可视化的理想选择。实践和/或政策学校实践者的实施可以，也应该是领导学校内部FLS努力的关键参与者。如果指导得当，这可以成为从业者发展当代教学技能[摘自作者]的一个前所未有的机会。用户应参考该材料的原始出版版本，以获取完整摘要。(版权适用于所有摘要。)
School practitioners are increasingly expected to lead construction projects in their schools to create future learning spaces (FLSs) that support learning in today's networked society. This study examined the process by which practitioners of one school developed their readiness to incorporate an FLS into the school via a long‐lasting research–practice partnership (RPP) that focused on co‐designing learning materials for contemporary teaching. To conceptualize this process, we introduce the Technology, Pedagogy, Content and Space (TPeCS) knowledge framework, which expands current conceptualizations of teaching expertise by tying them into the emerging field of FLSs. We interpret practitioners' learning within a series of action–reaction progressive developments along a two‐year timeline of the partnership. Visits to an FLS, where researchers modeled, coached and then faded their guidance along this timeline played a key role in practitioners' development of readiness to incorporate an FLS into their school. The pedagogical domain was the most challenging among all the dimensions of TPeCS. We conclude that school practitioners' involvement leading FLS endeavors within their schools can serve as an unprecedented opportunity for practitioners to develop contemporary teaching skills, with FLSs serving as ideal spaces that make pedagogy visible. Practitioner NotesWhat is already known about this topic School practitioners are increasingly expected to participate in construction/renovation projects of FLSs.Teaching expertise is often conceptualized in terms of technological, pedagogical and content knowledge (TPaCK).What this paper adds A novel framework for conceptualizing teaching expertise as the competence to flexibly use knowledge that combines technological, pedagogical, content and space (TPeCS) considerations.The pedagogical component within TPeCS has a bottleneck quality. Reducing pedagogical gaps accelerates the development of other TPeCS components.Visits to state‐of‐the‐art FLSs, involving modeling, coaching and fading of expert guidance can foster practitioners' development of TPeCS knowledge and competencies, increasing their readiness to incorporate FLSs into their schools. FLSs and specifically the use of large digital displays are ideal for making pedagogy visible.Implications for practice and/or policy School practitioners can, and should, be key players in leading FLS endeavors within their schools. When appropriately guided, this can serve as an unprecedented opportunity for practitioners to develop contemporary teaching skills [ABSTRACT FROM AUTHOR] uracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)