Supporting teachers’ use of research-based instructional sequences
Supporting teachers’ use of research-based instructional sequences
复制标题
支持教师使用基于研究的教学序列
DOI：
10.1007/s11858-015-0692-5
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
K. Jackson
中科院分区：
文献类型：
--
作者：
P. Cobb;K. Jackson
在本文中，我们认为课堂设计研究产品的传播是一个支持大量教师学习的过程。我们认为，高质量的拉出式专业发展是必不可少的，但还不够，并继续考虑教师合作和一对一的辅导在课堂上作为额外的支持。然后，我们说明，这也是很重要的，以确定其他方面的学校环境，需要解决的传播设计，如学校的教学领导和教师的同事谁已经开发出相对成熟的教学实践的访问。最后，我们讨论了研究人员谁进行课堂设计研究，可以使传播的挑战更易于处理的设计，着眼于大规模的实施。我们的建议包括，他们的设计研究教师的相对复杂的教学实践的一个明确的重点分析，他们评估是否是现实的期望教师学习制定的产品的研究有效地考虑到他们目前的教学实践和教育系统的能力，以支持他们的学习。
In this paper, we frame the dissemination of the products of classroom design studies as a process of supporting the learning of large numbers of teachers. We argue that high-quality pull-out professional development is essential but not sufficient, and go on to consider teacher collaboration and one-on-one coaching in the classroom as additional supports. We then illustrate that it is also important to identify other aspects of the school context that need to be addressed by a dissemination design, such as school instructional leadership and teachers’ access to colleagues who have already developed relatively accomplished instructional practices. We conclude by discussing how researchers who conduct classroom design studies can make the challenges of dissemination more tractable by designing with an eye towards large-scale implementation. Our suggestions include that they make the design study teacher’s relatively sophisticated instructional practices an explicit focus of analysis and that they assess whether it is realistic to expect teachers to learn to enact the products of the study effectively given their current instructional practices and the capacity of educational systems to support their learning.