Lived meanings: what teachers mean when they say they are learner‐centered
Lived meanings: what teachers mean when they say they are learner‐centered
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生活意义：当教师说他们以学习者为中心时，他们的意思是什么
DOI：
10.1080/13540600600832296
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发表时间：
2006
影响因子：
2.7
通讯作者：
Barbara Combs
中科院分区：
文献类型：
--
作者：
Cynthia L. Paris;Barbara Combs
虽然“以学习者为中心”一词在许多课程标准文件、打包课程材料、使命声明和教育实践批评中都被引用，但对其含义却几乎没有一致意见。肤浅的理解和相互冲突的做法比比皆是。而且，赋予该术语的含义很少考虑到那些在日常工作中以学习者为中心的有思想的教师的含义。在这里，我们介绍了在经验丰富的教师的个人和职业历史中发现的以学习者为中心的生活意义。数据是在访谈中收集的，访谈采用集中对话的形式，产生了详细的故事和反思，这些故事和反思表明，以学习者为中心是一个不能用有限的、静态的、毋庸置疑的定义来描述的概念。教师的生活意义以细粒度的细节表达，嵌入在特定的环境和教师自己的个人和职业历史中，超越了实践的表面特征，处于运动中且未完成。综上所述，这些生动的意义有可能挑战和深化当前对以学习者为中心的实践的理解。此外，它们有可能给从事这些实践的人以及支持或批评这些实践的人的工作带来人性、谦卑和正直。
While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them.