ABSTRACT

The purpose of this paper is to investigate what characterizes individual teachers` reflections on proposals for change in situated teamwork sessions and discuss the potential for professional development that lies in teachers’ reflections. The teamwork sessions take place in the context of school-based professional development. Stimulated recall interviews (SRI) with teachers commenting on video recordings from their participation in teamwork form the empirical basis for the research. The sample consists of 17 teachers representing four teacher teams from different schools. We identified three primary types of reflection on proposals of change – comment and describe, extend and exemplify, and critical exploration. In the last type of reflection, when teachers critically explore, reflect and problematize existing practices whilst watching critical incidents that contain proposals for change, we identified tensions arising. The tensions emerged between teachers’ established practices grounded in national regulations (ex. national tests, exams, documentation) and their basic assumptions, values, and beliefs.

摘要

本文的目的是调查个别教师在团队合作会议中对变革建议的反思的特征，并讨论教师反思中的专业发展潜力。团队合作课程是在以学校为基础的专业发展的背景下进行的。与教师对他们参与团队合作的视频记录进行评论的刺激回忆访谈 (SRI) 构成了研究的实证基础。样本由代表来自不同学校的四个教师团队的 17 名教师组成。我们确定了对变革提案的三种主要反思类型——评论和描述、扩展和例证以及批判性探索。在最后一种反思中，当教师批判性地探索时，在观察包含变革建议的关键事件的同时，反思现有实践并提出问题，我们发现了紧张局势。教师基于国家法规（例如国家考试、考试、文件）的既定做法与他们的基本假设、价值观和信仰之间出现了紧张关系。