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Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action
Teacher Development Pub Date : 2020-12-10 , DOI: 10.1080/13664530.2020.1856177
Sally B. Gutierez 1
Affiliation  

ABSTRACT

In this study, collaborative lesson planning (CLP) was a positive ‘dissonance’ to the teachers’ individual lesson planning practices. Thirty teachers grouped into grade-level teams (five members) participated in the study. Data transcripts from audio- and video-recordings, formal and informal interviews, and written evaluation forms were qualitatively analyzed through the constant comparison method. Results showed that through reflections-on-action, CLP had positive impacts on the teachers’ instructional practices including the provision for: (1) continuous learning, (2) improvement of professional practice, and (3) reflective, affective, and professional support. Two stages of CLP were identified: the ‘dissonance’ stage and the refinement stage. The dissonance stage has three activities: (1) goal setting, (2) lesson implementation and observation, and (3) collaborative reflection and discussion. The refinement stage has four activities: (1) organization and reflection of prior knowledge, (2) reflection, organization, and development of new knowledge, (3) enhancement and enactment of the new knowledge, and (4) task accomplishment.



中文翻译:

协作式课程计划是对教师个人计划实践的积极“不和谐”:通过行动反思来表征功能

摘要

在这项研究中,协作式课程计划(CLP)是对教师个人课程计划实践的积极“不和谐”。三十个分组为年级小组的教师(五个成员)参加了研究。通过持续比较方法定性分析了音频和视频记录,正式和非正式采访以及书面评估表中的数据记录。结果表明,通过行动反思,CLP对教师的教学实践产生了积极影响,包括以下方面的规定:(1)持续学习,(2)专业实践的改进以及(3)反思,情感和专业支持。确定了CLP的两个阶段:“不和谐”阶段和完善阶段。不和谐阶段包含三个活动:(1)设定目标;(2)实施和观察课程;(三)合作反思与讨论。完善阶段有四个活动:(1)组织和反映先验知识;(2)反映,组织和发展新知识;(3)增强和体现新知识;(4)完成任务。

更新日期:2021-02-12
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