Learning from novice-expert interaction in teachers' continuing professional development
Learning from novice-expert interaction in teachers' continuing professional development
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DOI：
10.1080/19415257.2019.1651752
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发表时间：
2021-10-20
影响因子：
2.1
通讯作者：
Admiraal, Wilfried
中科院分区：
文献类型：
--
作者：
Jin, Xinglin;Li, Tongji;Admiraal, Wilfried
新手与专家的互动在中国职业教育与培训（VET）教师专业发展中发挥着重要作用。中国和国际的研究表明，专家教师的支持与新手教师教学的改善有关。然而，对于新手教师究竟如何在专家教师的帮助下学习却缺乏深入的了解。在专业发展项目的背景下探讨了四名职业教育新手教师的学习过程。数据是通过对新手教师的半结构化访谈以及新手与专家互动的记录来收集的。基于职业成长相互关联的模型构建了学习模型。结果表明，新手教师通过积极反思和实践，将专家教师的意见内化。此外，本研究表明，教师的专业发展是一个复杂的长期过程，在其发展过程中，专家教师的支持是新手教师的重要外部来源。专家教师的支持不仅为替代教学方法提供反馈和建议，而且还鼓励和维持新手教师的学习。结合文化（中国）和教育背景（VET）对结果进行讨论
Novice-expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-teachers' support is associated with the improvement of novice-teachers' teaching. However, insights into how exactly novice teachers learn with the help of expert teachers are lacking. The learning processes of four novice VET teachers were explored in the context of a professional development project. Data were collected by semi-structured interviews with novice teachers and recordings of novice-expert interactions. A learning model was constructed based on the interconnected model of professional growth. The results showed that novice teachers internalised comments from expert teachers by active reflection and practice. Moreover, this study suggests that teachers' professional development is a complicated long-term process, and that during their development the support from expert teachers is an important external source for novice-teachers. Expert-teachers' support not only provides feedback and suggestions for alternative teaching methods, but also encourages and maintains novice-teachers' learning. The results are discussed in relation to the cultural (Chinese) and educational context (VET)