Editorial: Action Research and Mathematics Teacher Education
Editorial: Action Research and Mathematics Teacher Education
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社论：行动研究与数学教师教育
DOI：
10.1007/s10857-006-9009-5
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发表时间：
2006
影响因子：
2.1
通讯作者：
K. Krainer
中科院分区：
文献类型：
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作者：
K. Krainer
行动研究可以被定义为实践者对行动的系统反思（参见Altrichter、Posch 和Somekh，1993）。在教师教育中，它被用作更广泛地了解教学情况和提高教学质量（在学校和教师教育机构）的手段。行动研究与“作为研究者的从业者”同义，或者对于教师而言，与“作为研究者的教师”同义，因此将实习教师和教师教育者也算作教师是有意义的。教师被视为专业人士，他们系统地研究自己的实践，因此对进一步发展和理解他们的实践感兴趣。在许多情况下，教师研究人员以团队形式工作和/或得到“关键朋友”（例如同事、教师教育工作者或研究人员）的支持。行动研究挑战了知识独立于实践并优于实践的假设。地方知识的产生与一般知识同等重要。这篇社论以行动研究为中心主题来介绍本书的论文，并对行动研究进行评论，主要原因有两个。首先，本书中三分之二的论文使用了行动研究的原理，书评也涉及行动研究。其次，人们对数学教师教育中这种方法的认识不断增强（例如，参见 Crawford & Adler，1996；Jaworski，1998；Krainer & Goffree，1999；Chen & Lin，2004；Adler、Ball、Krainer、Lin 和 Novotna，2005）。上述 Adler 等人（2005）对数学教师教育研究的国际回顾表明，大多数教师教育研究是由教师教育工作者研究与他们一起工作的（学生）教师进行的。要求外部人员进行更多研究来调查其他人的教师教育举措是有意义的。然而，仅仅由于教师教育研究的个人和财务状况，外部的此类研究在数量和规模上都会受到限制。因此，利用现有的人力资源似乎是很自然的事情。
Action research can be defined as the systematic reflection of practitioners on action (see eg, Altrichter, Posch, & Somekh, 1993). In teacher education it is used as a means to achieve a broader understanding of teaching situations and to improve the quality of teaching (at schools and in teacher education institutes). Action research is used synonymously for ‘‘practitioner as researcher’’or–in the case of teachers–for ‘‘teacher as researcher’’whereby it makes sense also to count student teachers and teacher educators as teachers. Teachers are regarded as professionals who systematically aim at investigating their own practice, thus being interested in both further developing and understanding their practice. In many cases, teacher researchers work in teams and/or are supported by ‘‘critical friends’’(eg, colleagues, teacher educators or researchers). Action research challenges the assumption that knowledge is separate from and superior to practice. The production of local knowledge is seen equally important as general knowledge.This editorial takes action research as a central theme for introducing this volume’s papers and to comment on action research for two main reasons. First, two out of three papers of this volume use principles of action research, and the book review touches action research, too. Second, there is a growing awareness of this approach in mathematics teacher education (see eg, Crawford & Adler, 1996; Jaworski, 1998; Krainer & Goffree, 1999; Chen & Lin, 2004; Adler, Ball, Krainer, Lin, & Novotna, 2005). The international review of research in mathematics teacher education by Adler et al.(2005) mentioned above shows that most teacher education research is conducted by teacher educators studying the (student) teachers with whom they are working. It makes sense to demand more research studies by externals who investigate teacher education initiatives of others. However, simply because of the personal and financial situation of research in teacher education such studies by externals will be limited in number and size. Therefore, it seems to be quite natural to use the existing human resources in