ABSTRACT

This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.

摘要

本研究探讨了职前和在职教师作为学习社区工作的经验。来自芬兰大学的职前教师 (N = 60) 和教师教育工作者 (N = 9) 以及来自四所当地综合学校的在职教师 (N = 27) 共同工作了六个月。在实践中创建并实施了教师作为学习者的持续学习模式。收集了参与者的书面反思，以探索他们学到了什么、他们经历了哪些挑战以及他们将如何进一步开发该模型。结果表明，职前教师和在职教师对自己工作的反映略有不同。前者经验丰富，学习小组工作、自我调节以及教学和教学技能。后者学习了小组工作技能和新的教学方法。两组教师都经历了挑战，其中之一被称为角色混乱。职前教师在指导工作与独立工作方面经历了角色混淆。在职教师的角色混乱让他们思考是应该为职前教师提供专家支持还是作为平等的团体成员参与。职前教师和在职教师都反映该模式需要所有教师和教师教育工作者的积极参与。结果为职前和在职教师教育提供了启示。在职教师的角色混乱让他们思考是应该为职前教师提供专家支持还是作为平等的团体成员参与。职前教师和在职教师都反映该模式需要所有教师和教师教育工作者的积极参与。结果为职前和在职教师教育提供了启示。在职教师的角色混乱让他们思考是应该为职前教师提供专家支持还是作为平等的团体成员参与。职前教师和在职教师都反映该模式需要所有教师和教师教育工作者的积极参与。结果为职前和在职教师教育提供了启示。