Understanding decision making in teachers’ curriculum design approaches
Understanding decision making in teachers’ curriculum design approaches
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了解教师课程设计方法中的决策
DOI：
10.1007/s11423-014-9341-x
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
J. Voogt
中科院分区：
文献类型：
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作者：
F. Boschman;S. McKenney;J. Voogt
本研究的目的是为了更好地理解教师在设计一个技术丰富的学习环境时所做的直观决策。本研究采用多重个案研究设计，探讨影响幼儿园教师团队设计互动的因素（外在优先、现有取向或实际关切）。本研究结合半结构化访谈资料，分析教师在设计学习材料时对技术丰富的学习环境的设计讨论。3名教师自愿参加。现有的取向的调查结果表明，知识和信念的教学和学习有关的知识和信念的技术和早期识字。对教师讨论情况的分析表明，这一过程在很大程度上可以说是集思广益;问题没有得到深入解决。相反，它们是通过头脑风暴来解决的，大多数争论福尔斯都落在实际问题的领域：如何组织学习活动和如何应对突发事件。本研究发现，教师的设计推理主要受实际问题的影响，但他们自己的知识和信念在设计过程的开始起着重要的作用。然而，这些现有的方向以及在对话中出现的实际问题往往范围狭窄。理论和实践的影响进行了讨论，根据这项研究如何提供理解如何支持这些教师。
The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers’ existing orientations with analysis of teachers’ design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers’ discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in-depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers’ explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers.