An Approach for Supporting Teachers’ Learning in Social Context
An Approach for Supporting Teachers’ Learning in Social Context
复制标题
支持教师在社会背景下学习的方法
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
K. Mcclain
中科院分区：
文献类型：
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作者：
P. Cobb;K. Mcclain
我们在这一章的目的是概述与教师合作的一般方法，以支持建立一个专业的教学社区。很明显，我们的目标是帮助教师发展教学实践，通过系统地建立他们当前的数学活动，引导他们的学生进入学科的推理方式。我们通过描述我们对在职教师发展的想法在过去13年左右的时间里是如何演变的，来阐述我们提出的方法的基本原理。为此，我们首先回顾了1986至1992年间与Erna Yackel和Terry Wood合作开展的支持美国二、三年级教师发展的工作。在这样做的过程中，我们梳理出我们所采取的方法中似乎仍然可行的方面，并讨论了我们学到的两个主要教训。在本章的下一节中，我们将利用过去七年来在美国中小学课堂上进行的一系列教学实验来批评我们之前的工作，并进一步发展我们提出的方法的三个方面。最后，我们强调了这一方法的广泛特点，并将其置于机构背景下。
Our purpose in this chapter is to outline a general approach to collaborating with teachers in order to support the establishment of a professional teaching community. As will become apparent, our goal is to help teachers develop instructional practices in which they induct their students into the ways of reasoning of the discipline by building systematically on their current mathematical activity. We develop the rationale for the approach we propose by describing how our thinking about in-service teacher development has evolved over the last thirteen years or so. To this end, we first revisit work conducted in collaboration with Erna Yackel and Terry Wood between 1986 and 1992 in which we supported the development of American second- and third-grade teachers. In doing so, we tease out aspects of the approach we took that still appear viable and discuss two major lessons that we learned. In the next section of the chapter, we draw on a series of teaching experiments we have conducted over the past seven years in American elementary and middle-school classrooms both to critique our prior work and to develop three further aspects of the approach we propose. We conclude by highlighting broad features of the approach and by locating them in institutional context.