Records of Practice and the Development of Collective Professional Knowledge
Records of Practice and the Development of Collective Professional Knowledge
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实践记录和集体专业知识的发展
DOI：
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发表时间：
2014
期刊：
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通讯作者：
Rhonda B. Cohen
中科院分区：
文献类型：
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作者：
D. Ball;M. Ben‐Peretz;Rhonda B. Cohen
摘要尽管近年来专业学习社区、视频和课堂学习小组的使用有所增加，但大多数教师仍然孤立地工作和学习。他们所知道的是个人的，仍然是私人的；对于大多数教师来说，几乎没有机会发展共享的知识或语言。教师队伍的规模和新教师的快速流动，使这种共享知识的缺乏成为一个尖锐的问题。本文探讨了实践记录在发展关于教与学的集体专业知识方面的潜力。我们定义和说明了我们所说的实践记录的含义，并阐述了术语集体专业知识的含义。列举了三个产生于不同背景和不同时代的实践记录的具体实例，并对它们的特点进行了分析和讨论。文章阐明，记录本身并不是专业知识，而是一种宝贵而独特的实践研究资源，是产生源于实践并对实践有用的知识的唯一资源。为了说明研究实践的不同方法，描述和分析了实践记录用于产生集体专业知识的可能用途。文章最后对实践记录及其用途提出了一些问题。
ABSTRACT Although recent years have seen an increase in professional learning communities, use of video and lesson study groups, most teachers still work and learn in isolation. What they know is personal and remains private; little opportunity exists for most teachers to develop shared knowledge or language. The scale of the teaching force, and the rapid turnover of new teachers, makes this lack of shared knowledge an acute problem. This paper explores the potential of records of practice for developing collective professional knowledge about teaching and learning. We define and illustrate what we mean by records of practice and elaborate the meaning of the term collective professional knowledge. Three concrete examples of records of practice, originating in different contexts and times, are presented and their special features are analyzed and discussed. The paper clarifies that records are not in themselves professional knowledge, but constitute a valuable and unique resource for the study of practice and the generation of knowledge originating in and useful for practice. To illustrate varied approaches for studying practice, possible uses of records of practice for the generation of collective professional knowledge are described and analyzed. The paper concludes with questions about records of practice and their uses.