"We All Sort of Jump to That Relationship Piece": Science Teachers' Collaborative Professional Learning About the Role of Relationships in Argumentation.
"We All Sort of Jump to That Relationship Piece": Science Teachers' Collaborative Professional Learning About the Role of Relationships in Argumentation.
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“我们都会跳到那个关系部分”：科学教师关于关系在论证中的作用的协作专业学习。
DOI：
10.1080/07370008.2023.2180006
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发表时间：
2023
影响因子：
3.3
通讯作者：
Chowning,JeanneTing
中科院分区：
文献类型：
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作者：
Chowning,JeanneTing
本研究旨在探讨一种专业学习方法，借鉴合作自我民族志（CAE）的元素，可以支持科学教师的学习论证。它提供了一个帐户的六个中学科学教师集体探讨他们的观点和理解的重要性，关系，促进在课堂上的议论性意义建构。教育工作者在四次会议上合作，以确定从他们的自我民族志写作和讨论中出现的主题。后来，“衍射”的概念帮助我们分析了思想是如何随着时间的推移在群体中传播的。研究结果突出了教师如何培养信任的课堂关系（教师和学生之间以及学生之间的相互），以促进社会对话元素的论证和集体意义的重要性。这种见解是一个不一般强调在教师专业发展相关的论证和最近才被研究文献。教师们还重新提出了“严谨”的概念，以涵盖与学生生活有关的话语，并使他们与他人一起参与知识建设。本研究展示了一个CAE启发的教师专业发展模式，强调教师代理和专业知识，可以帮助教育工作者发展细致入微的理解论证。随着越来越多的教室专注于让学生参与辩论实践，这项研究表明，科学教育领域需要将重点转移到更充分地关注课堂关系，脆弱性和信任的作用。这项研究还提出了有前途的策略，帮助教师增加他们的承诺，制定生产力和广泛的课堂论证的做法，中心学生的经验，价值多样化的意义，并增加公平的学习机会。
This study investigates how a professional learning approach that draws on elements from collaborative autoethnography (CAE) can support science teachers’ learning about argumentation. It provides an account of how six secondary science teachers collectively explored their views and understandings of the importance of relationships for fostering argumentative sensemaking in classrooms. The educators partnered across four sessions to identify themes that emerged from their autoethnographic writings and discussions. The construct of “diffraction” later helped provide a situated, entangled analysis of how ideas traveled within the group over time. Findings highlight how teachers surfaced the importance of cultivating trusting classroom relationships (between teachers and students as well as between students with one another) to foster the social dialogic elements of argumentation and collective sensemaking. This insight is one not generally emphasized in teacher professional development related to argumentation and has only recently been examined in the research literature. Teachers also reclaimed the idea of “rigor” to encompass discourse that is connected to students’ lives and engages them in knowledge-building with others. This study demonstrates how a CAE-inspired teacher professional development model that emphasizes teacher agency and professional knowledge can help educators develop nuanced understandings of argumentation. As more classrooms focus on engaging students in argumentative practices, this study suggests the need for the field of science education to shift its focus to attend more fully to the role of classroom relationships, vulnerability, and trust. This study also suggests promising strategies for helping teachers increase their commitment to enacting productive and expansive classroom argumentation practices that center students’ experiences, value diverse sensemaking, and increase equitable opportunities for learning.