The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment
The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment
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认知社区认识论资源的激活：地区教育工作者的专业学习作为政策制定
DOI：
10.1016/j.tate.2017.12.019
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发表时间：
2018
影响因子：
3.9
通讯作者：
Wayne Melville
中科院分区：
文献类型：
--
作者：
I. Hardy;Wayne Melville
本文认为，专业学习可以被理解为政策制定的一种形式，其特征是激活特定共享理解社区（“认知社区”）内的特定“认识论”资源。在阐述这一案例时，我们借鉴了加拿大安大略省负责制定省级评估政策的地区官员的见解。我们的研究表明，这些高级教育工作者对评估改革的学习，特别是他们对教师学习评估改革的强烈倡导，是随着时间的推移，在他们所属的特定、有效的认知社区中开发的认识论资源。政策的制定很大程度上受到以学生为中心的学校/跨学校/系统社区的影响。
This article argues that professional learning can be understood as a form of policy enactment, characterized by the activation of particular ‘epistemological’ resources within specific communities of shared understanding (‘epistemic communities’). In making this case, we draw upon insights from district officials responsible for enacting a provincial assessment policy in Ontario, Canada. Our research suggests these senior educators' learning about assessment reform, particularly their strong advocacy for teacher learning for assessment reform, were epistemological resources developed within the specific, effective epistemic communities of which they had been a part, over time. Policy enactment is heavily influenced by student-centered school/cross-school/system communities.