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Understanding professional learning for Computing teachers from the perspective of situated learning
Computer Science Education Pub Date : 2018-10-02 , DOI: 10.1080/08993408.2018.1525233
Sue Sentance 1 , Simon Humphreys 2
Affiliation  

ABSTRACT Situated learning theory maintains that there is a relationship between learning and the social situation in which it occurs; learning is embedded in activity, context and culture. In terms of professional learning for teachers, this implies that effective learning takes place within a community where experts and novices meet and where practice is modelled; such a community needs to be deeply relevant to everyday practice in the classroom. In this paper, we discuss Computing At School, a grass-roots organisation that has grown up over the last 10 years through teacher communities, and also with broad support of academia and industry. In a time of increased interest in the inclusion of computer science in school curricular, Computing At School is a community of practice of all teachers affected by curriculum change in Computing and models an innovative approach to professional learning that is based on community and support. We describe here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned.

中文翻译:

从情境学习的角度理解计算机教师的专业学习

摘要 情境学习理论认为学习与其发生的社会情境之间存在关系;学习嵌入在活动、环境和文化中。就教师的专业学习而言,这意味着有效的学习发生在专家和新手相遇并以实践为模型的社区内;这样的社区需要与课堂中的日常实践密切相关。在本文中,我们讨论了 Computing At School,这是一个草根组织,在过去 10 年中通过教师社区成长起来,并得到了学术界和工业界的广泛支持。在对将计算机科学纳入学校课程越来越感兴趣的时代,Computing At School 是一个由所有受计算机课程变化影响的教师组成的实践社区,并模拟了一种基于社区和支持的创新专业学习方法。我们在此描述了学校计算如何利用情境学习理论来促进课程中计算的发展,从而证明学习过程和经验教训。
更新日期:2018-10-02
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