Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching
Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching
复制标题
重新概念化研究人员和教师的角色，使研究更接近教学
DOI：
10.5951/jresematheduc.49.5.0514
复制
发表时间：
2018
影响因子：
2.8
通讯作者：
J. Hiebert
中科院分区：
文献类型：
--
作者：
Jinfa Cai;Anne K. Morris;Charles Hohensee;Stephen Hwang;Victoria Robison;J. Hiebert
在这篇社论中，我们阐述了我们对研究人员和教师在未来世界中不断变化的角色的看法，在未来世界中，研究对实践有着更直接和更有意义的影响（蔡等人，2017年）。在以前的社论中，我们已经描述了这个未来世界的特征，包括根据教师想要解决的教学问题制定研究议程（Cai et al.，2017年a），发展研究人员和教师之间的真正伙伴关系，并连接多个伙伴关系，以解决共同的问题（蔡等人，2017a，2018a，2018b），使用新技术收集和分析有关学生教学和学习历史之间关系的数据，使教师能够计划更有效的课程（Cai等人，2018a，2018b），利用连接的伙伴关系和新的数据收集技术，建立一个知识库，所有面临类似教学问题的教师都可以访问（蔡等人，2018 a，2018 b，2018 d），并创造新的激励措施，适当奖励研究人员和教师，以改善其学区或州内所有学生在教室中的学习机会（Cai等人，2017年a）。我们已经提到了这一愿景所需要的角色变化，包括研究人员为教师教学问题中涉及的概念开发假设的学习轨迹（Cai et al.，2017 b）和教师接受专业责任，为改善他们所在地区或州的所有教室而不仅仅是他们自己的教室的教学做出贡献（Cai等人，2017年a）。在这篇社论中，我们创造了一个更完整的图片研究人员和教师在这个未来的世界，交织在一起的研究和实践的新的职业角色。
In this editorial, we elaborate our vision of the changing roles of researchers and teachers in a future world in which research has a much more direct and meaningful impact on practice (Cai et al., 2017). In previous editorials, we have described characteristics of this future world, including setting research agendas based on instructional problems teachers want to solve (Cai et al., 2017a), developing authentic partnerships between researchers and teachers and connecting multiple partnerships to solve common problems (Cai et al., 2017a, 2018a, 2018b), using new technologies to collect and analyze data on the relationships between students' instructional and learning histories that would enable teachers to plan more effective lessons (Cai et al., 2018a, 2018b), taking advantage of connected partnerships and new data-gathering technologies to build a knowledge base accessible to all teachers facing similar instructional problems (Cai et al., 2018a, 2018b, 2018d), and creating new incentives to appropriately reward researchers and teachers for improving the learning opportunities for all students across classrooms within their school district or state (Cai et al., 2017a). We have alluded to the changing roles this vision would require, including researchers developing hypothetical learning trajectories for concepts that are implicated in teachers' instructional problems (Cai et al., 2017b) and teachers accepting professional responsibilities for contributing to knowledge that improves instruction in all classrooms in their district or state rather than just in their own classroom (Cai et al., 2017a). In this editorial, we create a more complete picture of the new professional roles of researchers and teachers in this future world that intertwines research and practice.