Getting Inside Rehearsals
Getting Inside Rehearsals
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进入内部排练
DOI：
10.1177/0022487115615191
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发表时间：
2016
影响因子：
3.9
通讯作者：
Angela C. Turrou
中科院分区：
文献类型：
--
作者：
E. Kazemi;Hala Ghousseini;Adrian Cunard;Angela C. Turrou
近年来，在实践为基础的教师教育工作的重点是确定和阐述教师教育（TE）如何使用制定法，并从实践中学习。然而，对这些生物学的研究仍处于早期发展阶段。基于先前的分析，本文阐述了一个特定的教学法颁布，排练，通过合作开发的小学数学TE在三个机构。排练嵌入在学习周期中，为新手教师（NTs）提供反复的机会，通过指导反馈来调查，反思和制定教学。这篇文章分享了一组从5年的发展，研究和学习如何支持NTs在排练中的制定中获得的见解。我们在这篇文章中分享的见解有助于建立一个知识库的教师教育学。
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions. Rehearsals are embedded within learning cycles that provide repeated opportunities for novice teachers (NTs) to investigate, reflect on, and enact teaching through coached feedback. This article shares a set of insights gained from 5 years of developing, studying, and learning how to support NTs’ enactment in rehearsal. The insights we share in this article contribute to building a knowledge base for pedagogies of teacher education.