Voicing the challenges faced by an innovative teacher community
Voicing the challenges faced by an innovative teacher community
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表达创新教师群体面临的挑战
DOI：
10.1080/13540602.2011.539804
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
J. Moate
中科院分区：
文献类型：
--
作者：
J. Moate
本研究借鉴了社会文化理论的学习和活动理论，探讨所面临的挑战，在芬兰中部的教师创新社区。教师群体的目标是在当地从幼儿园到高中阶段发展一系列以外语为媒介的教学和学习。为了实现这一目标，教师需要在成员学校内以及学校之间形成一致的团体。这项研究的目的是让声音的教师所确定的挑战，并在这样做给声音的教师社区本身。认识到这个社区的声音也有助于更广泛的概念化的教师和教学内外的课堂。这些数据是在一些社群活动中收集的，并按主题进行分析，以确定参与者确定和遇到的经常性挑战。这些挑战在社区的谈话和活动中变得明显。教师对社区的积极反应突出了这种互动对往往孤立的教师从业者的价值。通过这些活动产生的大量数据表明，进一步探索和发展教师在课堂外的活动将是一项值得的努力。
This research draws on sociocultural theories of learning and activity theory to explore the challenges faced by an innovative community of teachers in Central Finland. The aim of the teacher community was to develop a stream of foreign‐language (FL)‐mediated teaching and learning in the locality from kindergarten to upper secondary level. To achieve this goal, the teachers needed to form coherent groups within the member schools, as well as between the schools. The aim of this research is to give voice to the challenges identified by the teachers and in so doing give voice to the teacher community itself. Recognising the voice of this community also contributes to a broader conceptualisation of teachers and teaching both within and beyond the classroom. The data were gathered during a number of community activities and thematically analysed to identify recurring challenges the participants identified and encountered. The challenges became manifest in both the talk and activities of the community. The positive teacher responses to the community highlighted the value of this kind of interaction for often isolated teacher practitioners. The wealth of data also produced through these activities suggests that further exploration and development of teacher activity outside of the classroom would be a worthwhile endeavour.