ABSTRACT

While student engagement has been the subject of increasing attention in the field of education, attempts to translate research findings into practice have been hindered by a lack of clarity and consensus around the concept. It is generally agreed that teachers have an important role to play in promoting the engagement of students in classroom learning, however, little is know about how teachers think about student engagement or their experiences of engaging students in the classroom. In this study, semi-structured interviews were conducted with 15 upper-primary teachers to explore their perspectives on student engagement in learning. The data showed teachers described six qualitatively different forms of engagement and disengagement that vary in terms of the perceived degree of active involvement of the student. Teachers described three forms of engagement: Participating, Investing and Driving. They also described three forms of disengagement: Withdrawing, Avoiding and Disrupting. The proposed continuum offers some clarity about the range of meanings that teachers may have when using the broad terms ‘engagement’ and ‘disengagement’, and offers an alternative perspective on the concept of student engagement that might aid in future efforts to connect research with practice.

摘要

尽管学生参与一直是教育领域越来越受到关注的主题，但由于围绕该概念缺乏明确性和共识，阻碍了将研究成果转化为实践的尝试。人们普遍认为，教师在促进学生参与课堂学习方面可以发挥重要作用，但是，对于教师如何考虑学生参与度或他们对学生参与课堂体验的了解却很少。在这项研究中，对15名高中教师进行了半结构化访谈，以探讨他们对学生参与学习的看法。数据显示，教师描述了六种质量上不同的参与和脱离接触形式，这些形式根据学生的积极参与程度而有所不同。老师描述了三种参与形式：参与，投资和驾驶。他们还描述了三种脱离接触的形式：撤回，避免和破坏。拟议的连续体提供了一些清晰的信息，说明了教师在使用“参与”和“脱离接触”这两个广义术语时可能具有的含义，并为学生参与的概念提供了另一种观点，这可能有助于将来将研究与实践联系起来的努力。 。