Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning
Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning
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检验教师教学推理中主导话语与工程教育理念之间的相互作用
DOI：
10.1002/jee.20563
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发表时间：
2023
影响因子：
3.4
通讯作者：
Portsmore, Merredith
中科院分区：
文献类型：
--
作者：
De Lucca, Natalie;Watkins, Jessica;Swanson, Rebecca D.;Portsmore, Merredith
背景工程的引入K-12教室一直声称支持有意义的和包容性的学习环境。然而，教师必须与占主导地位的话语嵌入在美国的学校教育，合理的不公平分配resources.PurposeDrawing上的Gee的话语的概念，我们研究教师如何将语言合法化的社会和文化构建的价值观和信仰。特别是，我们专注于话语的能力等级，反映主导价值的排序和排名的学生的基础上感知的学术能力和话语的个人责备，反映占主导地位的框架，教育问题，完全是个别学生或家庭的责任。我们的目标是了解这些话语如何在教师的推理表面教学engineering.MethodWe采访了15名教师参加了在线研究生课程工程教育。利用批判性话语分析，我们分析了教师如何借鉴话语的指责和能力层次推理的实践问题时，在engineering.ResultsTeachers借鉴了工程教育的概念，以加强占主导地位的话语（呼应特定的语言和保存给定的角色），以及破坏（利用不同的语言或角色，[隐含]挑战）占主导地位的话语。更重要的是，教师还可以重组能力等级话语（主张更公平地分配资源，但有问题地保留排名和排序学生的价值观）.ConclusionsK-12学校教育的社会历史背景可以塑造教师如何理解工程的方式，涉及种族，性别，残疾，和语言，这表明需要努力解决来自学校和工程文化的话语如何维持学生的边缘化环境。
BackgroundEngineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources.PurposeDrawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families. We aim to understand how these discourses surface in teachers' reasoning about teaching engineering.MethodWe interviewed 15 teachers enrolled in an online graduate program in engineering education. Utilizing critical discourse analysis, we analyzed how teachers drew on discourses of blame and ability hierarchy when reasoning about problems of practice in engineering.ResultsTeachers drew on engineering education concepts to reinforce dominant discourses (echoing specific language and preserving given roles) as well as to disrupt (utilizing different language or roles that [implicitly] challenge) dominant discourses. Importantly, teachers could also retool discourses of ability hierarchy (arguing for a more equitable distribution of resources but problematically preserving the values of ranking and sorting students).ConclusionsK–12 schooling's sociohistorical context can shape how teachers make sense of engineering in ways that implicate race, gender, disability, and language, suggesting a need to grapple with how discourses from schooling—and engineering culture—maintain marginalizing environments for students.
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