国外工作场所非正式学习的研究回顾与前瞻

随着非正式学习的重要性日益受到认可,工作场所学习领域对于非正式学习的研究与日俱增:研究主题逐步从理论探讨走向实践研究,即从概念辨析、理论模型设计到影响因素的实证研究、促进学习的技术实现等实践方向发展;研究对象日益多样化,聚焦的工作场所逐步从企业拓展至学校、医院等,研究对象也覆盖人力资源开发专业人员、企业主管/员工、教师、医务工作者、银行职员、社会工作者等;研究视角受到传统知识观向实践知识观的转变,从关注个体同时也从个体行为导向的视角,到关注个体与情境之间的交互,再到更广的社会-历史-文化视角;研究方法既有聚焦影响因素研究的量性研究,也有聚焦学习机制研究的质性研究。今后,工作场所非正式学习的研究需要进一步关注从经验中学习、非正式学习与正式学习之间的关系、虚拟空间的非正式学习、非正式学习的激发与支持、基于团队或组织视角的工作场所非正式学习研究等主题。     

教师的非正式学习简论

非正式学习是教师学习的重要形式之一,对教师的专业发展起着不可忽视的作用,但已有的研究对其缺乏必要的关注。本文试图从教师非正式学习的内涵入手,讨论非正式学习对于教师发展的积极意义以及非正式学习的基本途径。     

职场中非正式的、偶发学习的框架、特征与理论基础

在工作环境快速变化的知识经济时代,非正式的偶发学习已成为人类在职场中的核心学习形式.一般从与正式学习相比较的角度来定义非正式的偶发学习,它具有非计划性、非结构性、隐晦性、互动性等特征.默会学习、全人学习、实践共同体等理论能够为这类学习的合法性和价值提供辩护.     

Work Situations Triggering Participation in Informal Learning in the Workplace: A Case Study of Public School Teachers

Interviews and site visits were conducted with 22 teachers to identify the work situations that trigger their engagement in informal learning and the personal characteristics that enhance their motivation to engage in informal learning when dealing with such situations. Analysis of the data found that three types of work situations triggered engagement in informal learning: new teaching tasks, new leadership roles, and adherence to policies and procedures. Motivation to engage in informal learning was enhanced by teachers' initiative, self‐efficacy, commitment to life‐long learning, and interest in their content area. Implications of the findings for theory, research, and the facilitation of informal learning are discussed.     

Enacting Informal Science Learning: Exploring the Battle for Informal Learning

Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers ‘battled’ to enact ISL policy in performative conditions at the micro-scale, and how this battle reflected macro-scale epistemological and political considerations. Data from the study suggests that for some, ISL was low stakes as it was seen to have negligible impact upon performance data. As a result, there was some resistance towards enacting ISL and conflict between the formal and informal curriculum processes. Nonetheless, analysis indicates that the informants highly valued ISL despite the requirement for them to justify it over more formal and ‘effective’ approaches to learning science.     

非正式学习:学习科学研究的生长点

非正式学习是一种广泛存在于个体日常活动中的有效学习方式,近年来正逐渐成为国际学习科学领域的新兴研究热点。场馆学习、服务性学习和职场学习是三种典型的非正式学习模式。通过对三种学习模式比较分析发现,非正式学习受到个体情境、社会情境和物理情境等三类情境因素的影响,学习者在非正式学习过程中可获得多元的学习结果,以促进自身能力和素质的全面发展。对非正式学习的研究可拓展我们对学习和教育本质的理解,为了促进非正式学习的研究发挥更加有效的作用,教育研究者和实践者可以构建评价非正式学习效果的有效评估体系,探索影响非正式学习效果的诸多因素之间的交互作用,并谨慎推广非正式学习的研究结果。     

Informal learning: A case study of local curriculum development in Indonesia

Conclusion This paper has examined the informal learning of the Lamaholot people, a relatively small cultural community living in the regency of Flores Timur in eastern Indonesia. The informal learning in Lamaholot areas is different from the formal learning imposed by a central educational board in Jakarta. Informal learning is part of everyday life, and is used to preserve Lamaholot culture, while the formal learning is designed to help students participate in modern economic activities, even though it threatens the survival of the local culture. In order to build a school system that promotes both the acquisition of new knowledge and the preservation of Lamaholot culture, the incorporation of informal approaches into formal learning becomes a necessity. Models and strategies discussed in this paper indicate that it is feasible to implement such an integrated approach. Certainly it is better to try and fuse the traditional with the modern, rather than to perpetuate the imposition of an exclusive national curriculum that is detrimental to the development of local Lamaholot culture. By giving the Lamaholot people the right to preserve their culture within the context of the school, Lamaholot children will be able to acquire modern knowledge without losing their cultural identity. A senior lecturer at the University of Nusa Cendana, Kupang, Nusa Tingara Timur (NTT), Indonesia. At present he is a doctoral candidate in the School of Education at Flinders University in Adelaide, South Australia. His thesis focuses on cultures of knowledge and learning, and incorporates a case study of local curriculum development in the regency of Flores Timur, NTT, Indonesia.     

Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers

Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities.     

Self-managing groups and the professional lives of teachers: A case study

The purpose of the study was to examine how interdisciplinary teaching teams were used in a newly opened Midwestern middle school to produce a work environment different from the one found in most traditionally organized schools. Five salient features of the work environment are described: organization around interdisciplinary teams, shared leadership, focus on children, the influence of the principal, and integrated programming for children. The article includes an analysis of how interdisciplinary teaching teams at this school affected some traditionally problematic aspects of teachers' work. Interdisciplinary teams are discussed as one illustration of self-managing work groups in school organizations.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, New Orleans, April 7, 1988.     

工作场所的混合学习

文章以工作场所的混合学习为研究对象,给出了工作场所混合学习定义,即工作场所混合学习是指成人在工作场所内为解决工作中的问题或适应新的工作环境而进行的综合学习活动,包括工作活动混合、学习活动混合、学习技术混合和学习环境混合。阐述了工作场所混合学习构成要素和混合特性,并从学习角度和环境角度对混合学习影响因素进行分析。     

A case study of two exemplary biology teachers

Research has indicated that most science classrooms are not intellectually demanding and place little emphasis on small group discussions and laboratory activities. However, successful science programs and competent science teaching that can provide models for other science teachers do exist. This study sought to document the teaching practices of two exemplary biology teachers of grades 11 and 12 by means of an interpretive research methodology. Both teachers had a thorough and comprehensive knowledge of the content they were to teach and had a range of teaching strategies that could be used without a great deal of thought. Their expectations for student performance were high, consistent, and firm. Students were expected to complete a high level of academic work in discussions, in problem work, and in laboratory activities, and were encouraged to take responsibility for their own learning. A distinctive feature of these biology classes was the high level of managerial efficiency, where lessons were busy occasions for both teacher and students; students had little opportunity for off-task behavior. Both teachers actively monitored the behavior of both high- and low-ability students by moving around the room and speaking with individuals, while still maintaining control of the entire class. By manipulating questioning and the social environment, both teachers encouraged students to engage in work, gave effective praise to the whole class and to individuals, encouraged student input by referring to it, helped students to effectively use their time, and gave marks for completion of set work. Compared to research with less-successful teachers, these teaching behaviors contributed to exemplary practice.     

新时期体育教师素质探讨

全民健身计划的实施促使我国的体育教学由应试教育向素质教育转变 ,从而也对这个新时期内体育教师提出了更高的要求。体育教师不仅应具有献身精神 ,而且要有渊博的知识、全面的能力以及热爱学生等各方面的素质 ,只有这样 ,才能完成时代赋予的历史使命     

透视非正式学习——基于非正式学习与正式学习对比的视角

在非正式学习的应用逐渐成为研究热点而理论研究相对薄弱的背景下,文章从非正式学习与正式学习对比的视角,对非正式学习的本质性问题进行了探讨。文章认为,实践性强是非正式学习的本质属性,非正式学习让学习成为一种生活方式并使终身学习成为可能。     

在集体学习中嵌入活动:拓展性学习在工作场所学习中的应用

作为一个新的学习隐喻,拓展性学习具有独特的含义与特点。作为认识论基础的集体学习活动、作为方法论指导的形成性干预、作为应用工具包的变革实验室是拓展性学习理论的三大子理论。拓展性学习理论特别强调参与者的主体性和活动的重要性,与工作场所学习理论具有一定的融通性。因此,开展活动式的工作场所学习,采用形成性的工作场所干预,以及创设工作场所的变革实验室,都是拓展性学习应用到工作场所的有效方式。     

Professional uncertainty and professional growth: A case study of experienced teachers

This qualitative study proposes a model of the processes of attaining professional knowledge through which teachers develop strategies for getting comfortable with their image of themselves as an effective teacher. This is in itself a changing concept of effectiveness which has to be able to encompass dealing with professional uncertainty as a legitimate function of their role and not as a reflection of their inadequacies. The 12 experienced teachers in this case study preserved and built a sense of their own competence by developing a concept of professional practice which was both knowledgeable and malleable. The strategies they used to resolve professional uncertainty are described. In this case study, the NUD.IST computer software program was used to support the data analysis and interpretation.     

How newly qualified primary teachers develop: A case study in rural Eritrea

This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.