ABSTRACT

Teacher learning is key for quality teaching and learning. Schools leverage situated teacher learning to develop teachers’ capacities. However, situated teacher learning is ambiguous. How teachers learn is shaped by socio-cultural factors. This paper elaborates upon a case study of situated teacher learning in Singapore in which teachers learn in a community to design innovations and enact student-centred practices. Cultural Historical Activity Theory is used as a lens to unpack situated teacher learning and its socio-cultural dimensions at macro and micro levels. Macro level findings show the collective socio-cultural elements in the entire situated teacher learning process involving real issues and communities. Micro level findings discuss each event within the situated teacher learning process, understand the contradictions teachers faced, decisions they made, and the individual and social interactions that led to teachers’ expansive understandings of student-centred practices for their contexts. Findings illustrate how situated teacher learning engages teachers in reflective inquiry and a generative process of unpacking what student-centred practices mean for their contexts. Findings show that situated teacher learning is a collective endeavour. It requires the teacher community to experience collective inquiry, navigate the demands of school and policy contexts, and create socio-cultural supports to address challenges.

摘要

教师学习是高质量教学的关键。学校利用现场教师学习来发展教师的能力。但是，教师的课堂学习是模棱两可的。教师的学习方式受社会文化因素的影响。本文详细介绍了一个案例研究，该案例研究是在新加坡进行的情景教师学习中，教师在社区中学习以设计创新并制定以学生为中心的实践。文化历史活动理论被用作从宏观和微观层次上解开所处的教师学习及其社会文化维度的镜头。宏观水平的调查结果表明，在整个教师学习过程中，涉及实际问题和社区的集体社会文化因素。微观水平研究结果讨论了教师在学习过程中的每个事件，了解了教师所面临的矛盾，他们做出的决定以及个人和社会的互动，这些互动导致了教师对以情境为中心的学生以实践为中心的理解。调查结果表明，教师的情境定位是如何使教师参与反思性探究的，以及生成一种以学生为中心的实践对其情境意味着什么的创新过程。研究结果表明，就地学习教师是一项集体努力。它要求教师社区进行集体询问，了解学校和政策环境的要求，并提供社会文化支持以应对挑战。