ABSTRACT

This article provides a comparative case study of two connected learning experiences in teacher education that vary in scope, participants, time, and design to consider the questions: 1) What characterizes humanizing engagement across varied experiences of connected learning in teacher education? and 2) What repertoires of practice become shared through discourses of collegiality in educators’ connected learning experiences? Back-tracing from educators’ written reflections to their digitally networked activity in Twitter chats, processual case analysis involved rounds of inductive coding and exploratory data visualization. We identified repertoires of practice across three continua of preservice and inservice educators’ practices–sharing, care, and experimentation–which together characterize a range of more and less humanizing discourses of collegiality. Participants in both cases reflected on experiences across the spectrum of each continua, highlighting the limits of these connected learning designs in fostering humanizing learning experience in teacher education. We provide implications for teacher educators regarding fostering more critical and reflexive humanizing connected learning in teacher education as well as for the design of such experiences.

摘要

本文提供了教师教育中两种互联学习体验的比较案例研究，它们在范围、参与者、时间和设计上各不相同，以考虑以下问题：1) 在教师教育中互联学习的各种体验中，人性化参与有何特点？和 2) 通过在教育者的关联学习体验中的合作性话语，哪些实践曲目会被共享？从教育工作者的书面反思回溯到他们在 Twitter 聊天中的数字网络活动，过程案例分析涉及多轮归纳编码和探索性数据可视化。我们确定了在职前和在职教育工作者实践的三个连续过程中的实践曲目——分享、关怀、和实验——它们共同表征了一系列越来越人性化的大学话语。两个案例的参与者都反思了每个连续体的经验，强调了这些相互关联的学习设计在促进教师教育中的人性化学习体验方面的局限性。我们为教师教育者在教师教育中培养更具批判性和反思性的人性化关联学习以及此类体验的设计提供了启示。