Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?
Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?
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新手教师雄心勃勃的教学法：谁从工具支持的实践协作探究中受益？为什么？
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发表时间：
2011
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通讯作者：
Melissa Braaten
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作者：
M. Windschitl;Jessica Thompson;Melissa Braaten
背景/上下文学生工作工件的合议分析已经有效地推进有经验的教师的做法，但是，使用这样的策略作为一个核心的感应还没有探索，也没有开发工具系统，以支持这种活动与新手。目的/目标我们测试的假设，一年级教师可以采取雄心勃勃的教学形式在以下条件：1）在教师准备中引入的基于改革的实践将是整个教学第一年的合作探究的焦点，2）参与者使用对学生作业的分析作为实践中批评和改变的基础，3）使用特殊的工具来帮助参与者假设教学与学生成绩之间的关系。参与者11名中学科学教师从事工具支持的合议分析，他们的学生的工作超过两年，跨越职前和在职背景。研究设计我们采用了定性的多案例研究方法，将录像带的合作调查（CFG）会议，课堂观察，学生创建的文物，访谈和现场笔记。主要病例是CFG会议本身。分析需要确定跨CFG会议的参与模式和诱导过程中课堂实践的变化。结果-超过三分之一的小组开发的专家一样的教学元素，最大的收获，在他们的学生按循证科学的解释，实践是他们的学生工作的定期考试的重点。对于大多数人来说--那些最初对教与学之间的关系持有最多问题化形象的人--工具系统（规则和协议）在允许对学生的工作进行深入分析和支持一种共享语言方面至关重要，这种语言催化了将“什么算”作为科学解释与重新校准对学生的期望联系起来的对话。这反过来又帮助参与者为学习者设想更专业的脚手架形式。结论那些开始他们的职业生涯与教学和学习之间的关系的问题化的观点，不仅更有可能适当的先进的做法早，但也受益于基于证据的合作调查实践。这项研究还强调了潜在的强大作用的工具和工具为基础的例程，适合初入教师的需求，在培养雄心勃勃的教学。我们相信，这一成功可以支持设计更强大的工具系统，为早期职业教师的协作探究，并可以告知理论围绕这些工具的实施。
Background/Context The collegial analysis of student work artifacts has been effective in advancing the practice of experienced teachers; however, the use of such strategies as a centerpiece for induction has not been explored, nor has the development of tool systems to support such activity with novices. Purpose/Objective We tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Participants Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts. Research Design We used a qualitative multi-case study approach, incorporating videotapes of collaborative inquiry (CFG) sessions, classroom observations, student-created artifacts, interviews, and field notes. The primary cases were of the CFG sessions themselves. Analysis entailed identifying patterns of participation across CFG sessions and changes in classroom practice during induction. Findings More than one third of the group developed elements of expert-like teaching, with the greatest gains made in pressing their students for evidence-based scientific explanations, a practice that was the focus of their regular examinations of student work. For a majority— those who initially held the most problematized images of the relationships between teaching and learning—the system of tools (rubrics and protocol) was critical in allowing deep analyses of students’ work and supporting a shared language that catalyzed conversations linking “what counts” as scientific explanation with the re-calibration of expectations for students. This, in turn, helped participants envision more specialized forms of scaffolding for learners. Conclusions Those who begin their careers with a problematized view of the relationships between teaching and learning are not only more likely to appropriate sophisticated practices early, but also to benefit from evidence-based collaborative inquiry into practice. This study also highlights the potentially powerful role of tools and tool-based routines, tailored to the needs of beginning teachers, in fostering ambitious pedagogy. This success, we believe, can support the design of more robust systems of tools for early career teachers’ collaborative inquiry and can inform theory around the implementation of these tools.