Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis
Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis
复制标题
通过协作行动研究进行 K-6 科学教师的专业学习：活动理论分析
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Karen Goodnough
中科院分区：
文献类型：
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作者：
Karen Goodnough
小学教师在需要持续的、以科学为重点的专业发展方面处于独特的地位。他们通常是多面手，对科学教学的准备有限，在科学教学中经常感到准备不足或不舒服。在这个案例研究中，CHAT或文化历史活动理论被用作一个镜头来检查小学/小学教师的活动系统，因为他们从事教师驱动的专业发展倡议。教师通过合作行动研究来改变他们的实践，目的是使他们的科学教学对学生更具吸引力和动手能力。采用了一系列定性方法和来源，如教师访谈和反思，教师创造的文物和研究者观察笔记，以深入了解教师的学习。结果报告了教师在参与两个合作行动研究周期时活动系统的变化，以及活动系统中出现的矛盾如何成为专业成长的来源。此外，本研究还展示了活动理论的框架如何用于洞察教师的活动和学习，因为教师的专业活动和环境都随着时间的推移而变化。
Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural–historical activity theory is used as a lens to examine primary/elementary teachers’ activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers’ activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.
对卡罗尔·福勒理论观点的直接看法。
DOI：
10.1080/10407413.2016.1230367
发表时间：
2016
期刊：
Ecological psychology : a publication of the International Society for Ecological Psychology
影响因子：
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作者：
Whalen,DH
通讯作者：
Whalen,DH