Digital tools to support teacher professional development in lesson studies: a systematic literature review
Digital tools to support teacher professional development in lesson studies: a systematic literature review
复制标题
支持教师在课程研究中专业发展的数字工具：系统文献综述
DOI：
10.1108/ijlls-09-2020-0062
复制
发表时间：
2021
影响因子：
1.3
通讯作者：
Stefan Hrastinski
中科院分区：
文献类型：
--
作者：
Stefan Hrastinski
目的课堂学习是教师专业发展最常用的模式之一。然而，随着教育日益数字化，本研究旨在调查数字工具在课堂研究中支持教师专业发展的使用。设计/方法/方法本文系统地回顾了关于在课堂学习中使用数字工具支持教师专业发展的期刊文章。发现尽管课堂学习模式通常基于教师在学校备课和观课的前提，但回顾的研究表明，数字工具开辟了进行课堂研究的新途径。在课堂研究中使用数字工具支持教师专业发展的六个主题被确定：分析来自教师课堂的视频、分析外部视频资源、作为视频的补充的虚拟动画、结构化的数字课堂学习工作、混合型教师协作和数字教师协作。提出了进一步研究的机会。实际意义已确定的主题可以启发如何在课堂研究中使用数字工具支持教师专业发展的实践。原创性/价值在课堂研究中使用数字工具支持教师专业发展的关注较少。
PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.Practical implicationsThe identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.Originality/valueLittle attention has been paid to the use of digital tools to support teacher professional development in lesson studies.
日语数学课程研究
DOI：
--
发表时间：
2007
期刊：
World Scientific
影响因子：
--
作者：
M. Isoda;M. Stephens;et. al.
通讯作者：
et. al.