作为探究型实践者的教师:发展内涵与路径——凯特·沃尔教授专访
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摘要
沃尔教授认为判断教师专业发展的路径和趋势时,必先澄清"教师是谁"。作为探究型实践者,教师在发展元认知过程中,实现了反思与策略性行动的统一,促进了学习过程与学习结果的互动。以此为前提,沃尔教授依据自主原则、干扰原则、对话原则,设计了若干可视化工具,鼓励教师投入到行动研究中,培养教师的元认知,藉此重塑教师专业发展的内容和路径。
Professor Wall argues that the path adoption of teacher professional development should be based on the understanding of occupational characteristics of teacher. According to Wall' s studies, as an enquiring practitioner, teacher unifies the reflection and strategical action, facilitates the interaction between learning process and learning outcome in the process of developing metacognition. Based on this, Kate Wall has designed some visual tools to encourage teachers to conduct action research, and to develop their metacognition under the principle of autonomy, principle of disturbance as well as the principle of dialogue, wherein the content and way for teacher professional development are re-constructed.
Professor Wall argues that the path adoption of teacher professional development should be based on the understanding of occupational characteristics of teacher. According to Wall' s studies, as an enquiring practitioner, teacher unifies the reflection and strategical action, facilitates the interaction between learning process and learning outcome in the process of developing metacognition. Based on this, Kate Wall has designed some visual tools to encourage teachers to conduct action research, and to develop their metacognition under the principle of autonomy, principle of disturbance as well as the principle of dialogue, wherein the content and way for teacher professional development are re-constructed.
引文
[1]Wall K,Hall E. The teacher in teacher-practitioner research: Three principles of inquiry[M]//P Boyd,A Szplit. Teachers and educators learning through inquiry: International perspectives. Kielce:Wydawnictwo Attyka, Krakow, 2017:35-62.
[2]Wall K,et.al.‘That’s not quite the way we see it’:The epistemological challenge of visual data[J]. International Journal of Research & Method in Education, 2013,36(1): 3-22.
[3]Wall K,Higgins S. Facilitating metacognitive talk: A research and learning tool[J].International Journal of Research & Method in Education, 2006,29(1): 39-53.
(1)“学着学习”是纽斯卡尔大学“学习与教学研究中心”的一个研究项目,包含了“元认知、思考技能、自主学习、自我效能、自尊”等主题的研究。
(2)“思考气泡”用于审视内部过程:个体的学习或他们对发生在头脑内部的过程的元认知思考。“言说气泡”用于审视外在于个体的因素,如其他同学、教师和父母的学习及其特定情境下的学习实例。在支持学生思考学习的不同侧面时,“言说气泡”和“思考气泡”有互补的功能,两者的结合有助于促进学生对其学习的思考,或元认知的思考。这主要是因为学生观点记载表鼓励学生区分“就学习而言他们想对他人表述什么”和“他们是如何思考学习过程的”。
(3)沃尔与其同侪对促进教师重新建构经验的学习工具进行了分类。其中脚手架旨在支持教师即时即地的学习;评估旨在为教师学习的过程、进展、理解与效果提供反馈;视角在于生成新的视野帮助教师审视细节或外部;框架在于改变交流与互动的结构。
(4)“钻石排列法”一般包含九个子集(可以是选项,也可以是图片),同时陈列在两张纸上。参与者一般2～3人一组,对子集进行排序。将喜欢的放置在顶端,不喜欢的放置在底端。并鼓励参与者为这些选项或图片做评论或解释。
[2]Wall K,et.al.‘That’s not quite the way we see it’:The epistemological challenge of visual data[J]. International Journal of Research & Method in Education, 2013,36(1): 3-22.
[3]Wall K,Higgins S. Facilitating metacognitive talk: A research and learning tool[J].International Journal of Research & Method in Education, 2006,29(1): 39-53.
(1)“学着学习”是纽斯卡尔大学“学习与教学研究中心”的一个研究项目,包含了“元认知、思考技能、自主学习、自我效能、自尊”等主题的研究。
(2)“思考气泡”用于审视内部过程:个体的学习或他们对发生在头脑内部的过程的元认知思考。“言说气泡”用于审视外在于个体的因素,如其他同学、教师和父母的学习及其特定情境下的学习实例。在支持学生思考学习的不同侧面时,“言说气泡”和“思考气泡”有互补的功能,两者的结合有助于促进学生对其学习的思考,或元认知的思考。这主要是因为学生观点记载表鼓励学生区分“就学习而言他们想对他人表述什么”和“他们是如何思考学习过程的”。
(3)沃尔与其同侪对促进教师重新建构经验的学习工具进行了分类。其中脚手架旨在支持教师即时即地的学习;评估旨在为教师学习的过程、进展、理解与效果提供反馈;视角在于生成新的视野帮助教师审视细节或外部;框架在于改变交流与互动的结构。
(4)“钻石排列法”一般包含九个子集(可以是选项,也可以是图片),同时陈列在两张纸上。参与者一般2～3人一组,对子集进行排序。将喜欢的放置在顶端,不喜欢的放置在底端。并鼓励参与者为这些选项或图片做评论或解释。