A co-evolutionary model for supporting the emergence of authenticity
A co-evolutionary model for supporting the emergence of authenticity
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DOI：
10.1007/bf02313400
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发表时间：
2000-01-01
影响因子：
5
通讯作者：
Dueber, W
中科院分区：
文献类型：
--
作者：
Barab, SA;Squire, KD;Dueber, W
本研究的目的是分享我们使用新兴技术的经验，以创造一个真实的学习环境，在这个环境中，大学的职前教师和K-12的实习教师在现实世界（而不是“教科书”）的任务中合作。在本文中，我们展示并评估了两所大学和八所周边K-12学校之间的合作伙伴关系的专业发展设计。这种伙伴关系为支持一个由职前教师和实习教师组成的学习社区提供了基础，这种社区位于对所有参与者都是真实和有价值的协作实践中。具体来说，我们通过四个案例研究，研究了所有权、权力、真实性和协作等问题如何对学生的成功和项目的成功做出贡献。我们还探讨了如何使用异步会议工具来促进跨越地理和时间界限的交流，打破分布式实践社区的传统障碍，并使共同进化模型的创建成为可能，以支持对职前和在职教师都真实的背景的出现。与认为个人的真实性可以由教师规定给学习者的主张相反，我们否认预认证的合法性。相反，本研究的一个假设是，真实性是一个新兴的过程，通过个人参与对自己和实践社区有价值的任务和实践来实现。本研究中描述的支持真实性出现的共同进化模型为克服与模拟和参与模型相关的一些挑战提供了一种方法，以建立真实的学习体验。
The purpose of this study was to share our experiences using emerging technologies to create an authentic learning context where preservice teachers at a university and practicing K-12 teachers collaborate in the conduct of real-world (as opposed to "textbook") tasks. In this paper, we demonstrate and evaluate the design of professional development that involved a partnership between two universities and eight surrounding K-12 schools. This partnership provides the foundation for supporting a learning community of preservice and practicing teachers that situates in collaborative practices that are both authentic and valuable to all involved. Specifically, we studied how issues of ownership, power, authenticity, and collaboration contribute to students' successes and the success of the program through four case studies. We also explored how asynchronous conferencing tools might be used to facilitate communication across geographic and chronological boundaries, breaking down traditional barriers to distributed communities of practice and making possible the creation of a co-evolutionary model for supporting the emergence of a context that was authentic to both preservice and in-service teachers. In contrast to claims that suggest authenticity for an individual can be prescribed to a learner by the instructor, we deny the legitimacy of preauthentication. Instead, an assumption underlying this research is that authenticity is an emergent process that is actualized through individuals' participation in tasks and practices of value to themselves and to a community of practice. The co-evolutionary model for supporting the emergence of authenticity described in this study provides a means of overcoming some of the challenges associated with simulation and participation models for establishing authentic learning experiences.