Cultivating student agency through teachers’ professional learning
Cultivating student agency through teachers’ professional learning
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通过教师专业学习培养学生能动性
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Cynthia H. Brock
中科院分区：
文献类型：
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作者：
Dana A. Robertson;Lauren Breckenridge Padesky;Cynthia H. Brock
合理规划的专业发展（PD），培养教师的主体性有可能影响学生的主体性在扫盲课堂。本文利用多所学校和临床环境中82名教师的研究成果，首先介绍了各种PD背景下的研究结果，这些研究结果被综合起来，突出了设计专业学习的四个指导原则，鼓励教师和学生代理。然后，文章举例说明了一个实施主体性识字教学的小插曲，它促进了学生对词汇学习的主体性参与。在整个案例中，故意和嵌入式的机会，PD供应商和教师，教师和领导，教师和学生之间的知识和互惠的共建是一个代理学习经验的重要组成部分。最后，得出结论，强调教师和学生机构的权力，学生和教师的福祉至关重要。
ABSTRACT Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agency. Then, the article illustrates one vignette of agentive literacy teaching, which was subsequently facilitative of students’ agentic engagement with vocabulary learning. Throughout, the case is made that intentional and embedded opportunities for co-construction of knowledge and reciprocity between PD providers and teachers, teachers and leadership, and teachers and students are important ingredients for an agentic learning experience. Finally, conclusions are drawn emphasizing that teacher and student agency are forces of empowerment, critical to student and teacher well-being.