ABSTRACT

This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers’ classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching practice and the ideas they hold that underpin these acts of teaching. Our analysis, across our respective studies, revealed insights to the questions: how teachers name their practices; how teachers articulate their understanding of these practices; and, how teachers identify priorities for their practice. Insights drawn from our meta-synthesis explore the implications of naming practices and the importance of considering teacher voice in determining visions of effective teaching. What teachers believe and do needs to be taken into account if professional development and reform initiatives are to be enacted in ways that are relevant and sustainable. The findings have implications for improving the quality of education and approaches to teachers’ professional development.

摘要

本文报告了一项综合研究的结果，这些研究调查了教师在马尔代夫、澳大利亚和尼泊尔这三个不同背景下描述其教学实践的方式。每项研究的重点是使教师的课堂实践可见，以努力建立共同的语言和对与背景相关的实践的理解。我们对老师们对他们的教学实践的评价以及他们支持这些教学行为的想法感兴趣。我们对各自研究的分析揭示了对以下问题的见解：教师如何命名他们的做法；教师如何阐明他们对这些实践的理解；以及教师如何确定其实践的优先顺序。从我们的综合综合中得出的见解探讨了命名实践的含义以及在确定有效教学愿景时考虑教师声音的重要性。如果要以相关且可持续的方式制定专业发展和改革举措，就需要考虑教师的信念和做法。研究结果对于提高教育质量和教师专业发展方法具有重要意义。