Understanding professional learning for Computing teachers from the perspective of situated learning
Understanding professional learning for Computing teachers from the perspective of situated learning
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从情境学习的角度理解计算机教师的专业学习
DOI：
10.1080/08993408.2018.1525233
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发表时间：
2018
影响因子：
2.7
通讯作者：
Simon Humphreys
中科院分区：
文献类型：
--
作者：
Sue Sentance;Simon Humphreys
情境学习理论认为，学习与其发生的社会情境之间存在着某种关系，学习是根植于活动、情境和文化之中的。就教师的专业学习而言，这意味着有效的学习发生在专家和新手相遇的社区中，实践是模仿的;这样的社区需要与课堂上的日常实践密切相关。在本文中，我们讨论了计算在学校，一个基层组织，在过去的10年里，通过教师社区，并与学术界和工业界的广泛支持下成长起来。在计算机科学纳入学校课程的兴趣增加的时候，计算在学校是一个实践社区的所有教师受计算课程变化和模型的创新方法，以专业学习，是基于社区和支持。我们在这里描述如何计算在学校借鉴情境学习理论，以促进计算的课程发展，证明了旅程和经验教训。
ABSTRACT Situated learning theory maintains that there is a relationship between learning and the social situation in which it occurs; learning is embedded in activity, context and culture. In terms of professional learning for teachers, this implies that effective learning takes place within a community where experts and novices meet and where practice is modelled; such a community needs to be deeply relevant to everyday practice in the classroom. In this paper, we discuss Computing At School, a grass-roots organisation that has grown up over the last 10 years through teacher communities, and also with broad support of academia and industry. In a time of increased interest in the inclusion of computer science in school curricular, Computing At School is a community of practice of all teachers affected by curriculum change in Computing and models an innovative approach to professional learning that is based on community and support. We describe here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned.