Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
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起飞重新回归：中介实践、变革性学习和社会设计实验
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发表时间：
2010
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通讯作者：
Shirin Vossoughi
中科院分区：
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作者：
Kris D. Gutiérrez;Shirin Vossoughi
本文探讨了教师教育的实践模式，并提出了一种新的方法，让新手教师进行反思性实践和稳健的教师学习。社会设计实验文化历史的形成，旨在促进成人和儿童的变革性学习，是围绕学习和介导的实践，并提供了新的工具和实践设想新的教学安排，特别是对学生从非主导社区。作者研究了一个长期存在的社会设计实验，加州大学洛杉矶分校UC链接/ Las Redes伙伴关系和一个示范性的新手教师的工作，以说明中介的重要性，反思的做法，帮助学徒教师制定一个连贯的和定向的框架，教学和学习，具有启发性和解释力。作者阐述了学习和发展的文化历史概念和情境实践如何成为大学生的手段，以获得距离和反思的信念和实践，已经告知他们的教学理解和“上升到具体的”共同和共振的学习实践。
This article examines a praxis model of teacher education and advances a new method for engaging novice teachers in reflective practice and robust teacher learning. Social design experiments—cultural historical formations designed to promote transformative learning for adults and children—are organized around expansive notions of learning and mediated praxis and provide new tools and practices for envisioning new pedagogical arrangements, especially for students from nondominant communities. The authors examine one long-standing social design experiment, the UCLA UC Links/ Las Redes partnership and the work of one exemplary novice teacher to illustrate the importance of mediated, reflective practices in helping apprentice teachers develop a coherent and orienting framework for teaching and learning that has both heuristic and explanatory power. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching and to “rise to the concrete” practices of learning jointly and resonantly.