Pedagogical Sensemaking or "Doing School": In Well-Designed Workshop Sessions, Facilitation Makes the Difference.
Pedagogical Sensemaking or "Doing School": In Well-Designed Workshop Sessions, Facilitation Makes the Difference.
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教学意义建构或“做学校”：在精心设计的研讨会中，引导发挥着重要作用。
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
C. Turpen
中科院分区：
文献类型：
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作者：
Alice Olmstead;C. Turpen
尽管物理教育研究人员经常利用研讨会来促进高等教育的教学改革，但很少有人研究研讨会设计。初步证据表明，许多研讨会主要集中在提高教师对研究型教学策略的认识，这是一个相当简单的目标，基本上已经实现。然而，仅仅提高教员对现有策略的认识在某种程度上好处有限。我们认为，研讨会领导者还应该致力于培养教师参与教学感知的能力和动机，即基于对课堂事件的观察和解释来追求强大的教学逻辑。实现这一目标可能更具挑战性，因此提出了更大的研究需求。在这篇文章中，我们对两个平行的研讨会进行现场定性分析，这两个研讨会似乎有可能支持雄心勃勃的成果。我们展示了教师如何在教学中制造感觉，例如使用对学生行为的观察来支持他们的论点。我们还展示了教员可能如何相反地似乎参与到让人联想到学生“上学”的互动中，例如仅根据“正确性”来评估教学。我们还展示了研讨会促进方面的差异似乎如何有助于教师仅在一次会议中从事教学感觉制造。这些差异包括：(I)严格执行会议规则，而不是温和地引导教员的预期；(Ii)突出研讨会领导人的专业知识，而不是努力将权力差异降至最低；(Iii)强调采用规定策略的好处，而不是鼓励教员对可能的适应进行推理。我们考虑了这一分析对未来研究和车间设计的影响。
Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty’s awareness of research-based instructional strategies, a fairly straightforward goal that has been largely met. However, increasing faculty’s awareness of existing strategies alone has somewhat limited benefits. We argue that workshop leaders should also aim to cultivate faculty’s ability and motivation to engage in pedagogical sensemaking, i.e., the pursuit of robust pedagogical logic based on observations and interpretations of classroom events. This goal is likely more challenging to achieve, and thus presents a greater need for research. In this paper, we pursue in situ, qualitative analysis of two parallel workshop sessions that seem to have the potential to support ambitious outcomes. We demonstrate how faculty may engage in aspects of pedagogical sensemaking, such as using observations of student behavior to support their arguments. We also show how faculty may instead seem to engage in interactions reminiscent of students “doing school,” such as evaluating instruction based on “correctness” alone. We also show how differences in workshop facilitation seemed to contribute to faculty engaging in pedagogical sensemaking in one session only. These differences include (i) strictly enforcing session rules versus gently navigating faculty’s incoming expectations, (ii) highlighting the workshop leaders’ expertise versus working to minimize power differentials, and (iii) emphasizing the benefits of adoption of a prescribed strategy versus encouraging faculty to reason about possible adaptations. We consider the implications of this analysis for future research and workshop design.
影响因子：
5
作者：
Oleson, Amanda;Hora, Matthew T.
通讯作者：
Hora, Matthew T.