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Appropriating the concept of metacommunication: An empirical study of the professional learning of an early childhood education work-team
Teaching and Teacher Education ( IF 3.782 ) Pub Date : 2021-03-15 , DOI: 10.1016/j.tate.2021.103306
Emelie Stavholm , Pernilla Lagerlöf , Cecilia Wallerstedt

This study addresses early childhood teachers’ learning in a contemporary challenge: to teach a content while, at the same time, promote play. A work-team participated in focus group conversations based on articles on Play-Responsive Teaching and video-recorded stimulated recall. The teachers’ talk was analyzed from a sociocultural perspective. Focus was on how they appropriated the concept of metacommunication. Findings show how the participants moved from trying to grasp the concept, to using it when drawing argumentative conclusions about their work, and finally, to describing it as the core of their professional practice. Implications for teachers and teacher education are discussed.



中文翻译:

适当地运用元交流的概念:对幼儿教育工作团队进行专业学习的实证研究

这项研究解决了幼儿教师在当代挑战中的学习问题:既要教授内容,又要促进游戏的发展。一个工作团队参加了基于“响应游戏”的文章和视频记录的激发回忆的焦点小组对话。从社会文化的角度分析了教师的演讲。重点是他们如何运用元通信的概念。调查结果显示了参与者如何从尝试掌握该概念转变为在得出有关其工作的辩论性结论时使用它,最后将其描述为他们的专业实践的核心。讨论了对教师和教师教育的影响。

更新日期:2021-03-15
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