Learning to plan, planning to learn: the developing expertise of beginning teachers
Learning to plan, planning to learn: the developing expertise of beginning teachers
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学习计划，计划学习：新教师专业知识的发展
DOI：
10.1080/13540602.2011.580516
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发表时间：
2011
影响因子：
2.7
通讯作者：
K. Burn
中科院分区：
文献类型：
--
作者：
T. Mutton;H. Hagger;K. Burn
学习如何计划被认为是初任教师必须发展的一项关键技能，但很少有研究探讨他们如何实际学习计划。本文基于对17名中学教师三年（PGCE一年和教学的前两年）的10次课后访谈的分析，重点关注：这些初任教师对规划的了解;规划的性质;以及他们对规划可以和不可以实现的意识的发展。研究结果表明，学习如何规划是一个新教师的学习远远超过PGCE年的特点，这表明，它是通过规划，教师能够了解教学，通过教学，他们能够了解规划。我们讨论了教师教育工作者和其他参与专业学习的初任教师的影响。
Learning how to plan is recognised as a key skill that beginning teachers have to develop but there has been little research examining how they may actually learn to plan. This paper, based on the analysis of 10 post-lesson interviews with 17 secondary school teachers across three years (the PGCE year and the first two years in teaching) focuses on: what these beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. The findings demonstrate that learning how to plan is a feature of beginning teachers’ learning well beyond the PGCE year, indicating that it is through planning that teachers are able to learn about teaching and through teaching that they are able to learn about planning. We discuss the implications for teacher educators and others involved in the professional learning of beginning teachers.