How We Learn About Teacher Learning
How We Learn About Teacher Learning
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我们如何了解教师学习
DOI：
--
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发表时间：
2019
影响因子：
6.4
通讯作者：
M. Kennedy
中科院分区：
文献类型：
--
作者：
M. Kennedy
本章探讨专业发展的研究，或PD，特别侧重于基本假设的性质，教学和教师学习的性质。它检查PD程序根据他们的假设教师需要学习，它检查PD研究根据他们如何以及何时期望看到教师学习的证据。本章旨在提供一个广泛的观点，我们如何看待教学和教师学习，并检查我们的基本假设都教学和PD是如何提高教学。关于程序的有效性，本章提出的问题，有效的PD程序可以复制的程度;关于我们的研究设计，它提出了教师学习如何发生的问题，以及何时以及如何我们应该期望看到程序对教师的做法的影响。本章还对未来的研究设计提出了一些建议。
This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see evidence of teacher learning. The chapter seeks to provide a broad view of how we think about teaching and teacher learning and to examine our underlying assumptions both about teaching and about how PD is expected to improve teaching. With respect to program effectiveness, the chapter raises questions about the extent to which effective PD programs can be replicated; with respect to our study designs, it raises questions about how teacher learning occurs and when and how we should expect to see program effects on teachers’ practices. The chapter also offers some suggestions for future research design.