Teachers become cocreators through participation in a teacher professional development ( TPD ) course in a resource constraint environment in South Africa
Teachers become cocreators through participation in a teacher professional development ( TPD ) course in a resource constraint environment in South Africa
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在南非资源有限的环境下，教师通过参加教师专业发展（TPD）课程成为共同创造者
DOI：
10.1002/isd2.12007
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Botha A
中科院分区：
文献类型：
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作者：
Botha A
本文的目的是提供洞察教师如何成为共同创造者合并他们的主题，上下文和新的知识，使用移动的平板电脑，以提高他们的教学实践的现有知识。这是在南非东开普省的一个特定地区用三年时间实现的。教师作为共同创造者的意向性定位是通过教师专业发展（TPD）课程来实现的。该课程由10个模块组成，并在一年内完成。TPD课程是使用设计科学作为一种方法论开发的，经过3次迭代实施来完善它。课程的开发及其迭代实施和完善基于Living Lab开放式创新方法，具有游戏化（合作竞争）元素，并纳入了各种利益相关者。结构化理论被用来表明“结构的二重性”，其中结构和代理是相互关联和相互依赖的，代理的行动产生，复制和发展社会结构。技术禀赋被整合为游戏化的一部分，并依赖于预定义的共同创造事件。每个活动都与一个徽章相关联，教师必须提供基于实践的证据，证明在TPD课程中获得的新知识，专业知识和技能如何适应他们自己的学科和背景知识，并在课堂上实际实施。这提供了一种创新的方式，在教学和学习（结构）中引入和使用平板电脑，因为教师（代理人）被公认为领域和学科专家，通过接触技术和使用技术（资源）的教学策略，他们成为自己新的增强型课堂实践（社会结构）的共同创造者，并采用了技术。
The purpose of this paper is to provide insight into how teachers became cocreators by merging their existing knowledge of their subject, context, and new knowledge of using mobile tablets towards enhancing their teaching practices. This was achieved in a specific area in the Eastern Cape Province of South Africa over a period of 3 years. The intentional situating of teachers as cocreators was implementation through a teacher professional development (TPD) course. The course consisted of 10 modules presented and completed over a 1‐year period. The TPD course was developed as an artefact using Design Science as a methodology with 3 iterations of implementation to refine it. The development of the course and its iterative implementation and refinement was grounded in the Living Lab open innovation approach with elements of gamification (coopetition), and various stakeholders were incorporated. Structuration theory was applied to indicate the “duality of structure” where structure and agency are related and dependent on each other and agents' actions produce, reproduce, and develop social structures. Technology endowments were integrated as part of the gamification and were dependent on predefined cocreation events. Each event was linked to a badge, and teachers had to provide practice‐based evidence of how new knowledge, proficiencies, and skills gained during the TPD sessions was adapted to their own subject and context knowledge and practically implemented in their classrooms. This presents an innovative way to introduce and use tablets in teaching and learning (structure) as teachers (agents) are acknowledged as domain and subject experts, and through exposure to technology and pedagogical strategies in using the technology (resources), they become cocreators of their own new enhanced classroom practice (social structures) and adopted the technology.