密歇根州立大学教师教育课程述评——以初等教育专业为例

密歇根州立大学整合取向的教师教育课程,以学科教学知识为基点,强调以研究为基础的教学知识和课程知识,注重专业实习,体现了理论学习与实践反思的有机整合,同时强调高水平的学科知识标准和教育专业标准,倡导建立全纳型学习共同体,体现了专业取向与社会公正取向教师教育思想的融合。密歇根州立大学整合取向的教师教育课程理念与实践,可以为我国教师教育课程发展提供借鉴。     

Exploring scientific,artistic, moral and technical reflection in teacher action research

Reflection in action research is a complicated matter because of the many domains of reflection and most significantly, the lack of understanding of these domains of reflection in action research and how these are supported. In this paper, we propose a framework based on four domains of reflection, namely, scientific, artistic, moral and technical reflection. We describe an initial attempt to use this framework in relation to the actual practice of teacher reflection in action research and show that the framework allowed us to map the various domains of reflection that teachers use in relation to their action research. This helped us to gain insight into the differences and the course of reflection in action research. We discuss how the framework – through orientation, differentiation and deepening – might provide support for reflection in action research.     

Working in boundary practices: Identity development and learning in partnerships for inclusive education

There has been an increasing trend to promote partnerships for inclusive education that share responsibility for teachers' and students' learning. Yet, the complexities of collaborating across institutions and professions as well as the identity work that goes with it has been under theorized in inclusive education partnerships. Drawing from Cultural Historical Activity Theory (CHAT) and the literature on boundary practices, this paper advances theoretical tools to examine and further understand the work of inclusive education partnerships. We conceptualize partnerships as a fertile ground for learning and identity development as professionals work across institutional boundaries and face tensions and contradictions created by the overlap of different communities of practice and their respective policies and mediating tools. We illustrate theory with examples from our own work in a professional learning school for inclusive education and provide recommendations for teacher learning in teacher education programs.     

Learning in activity: exploring the methodological potential of action research in activity theorising of social practice

Cultural–historical activity theory (CHAT), founded on the seminal work of Vygotsky and evolving in the subsequent work of Leont’ev and Engeström, continues to emerge as a robust and increasingly widely used conceptual framework for the research and analysis of the complex social mediation of human learning and development. Yet there remains ongoing methodological ambiguity around its use in qualitative research and therefore questions regarding its effectiveness in fulfilling its intrinsic interventionist aspiration. Meta‐level research suggests that the primary methodology theorised for CHAT – Engeström’s development work research that is based on a highly localised developmental ethnography – is not in widespread application in CHAT‐based research. Instead, the majority of research employs an eclectic array of qualitative and quantitative methodologies and uses CHAT more as a heuristic device rather than engaging its more authentic interventionist motive. Given this, it is perhaps surprising there has been limited conceptualising around the prospective relationship between CHAT and action research, which remains largely under‐developed. This paper argues that action research may offer CHAT a legitimate and viable complementary interventionist methodology to investigate the increasingly complex environments of social activity, particularly given escalating expectations of more democratic and participatory modes of research engagement and social learning.     

Addressing contradictions in teachers’ practice through professional learning: an activity theory perspective

ABSTRACT

This case study focuses on the professional learning of 38 K-9 teachers who engaged in a professional development (PD) programme in Science, Technology, Engineering and Mathematics (STEM) through collaborative action research (CAR). Through the lens of CHAT or Cultural-Historical Activity Theory, the author examined what teachers were learning, the contextual factors that influenced their learning and classroom practice, and the outcomes of this PD initiative. The changing activity system of the teachers is described, as well as how they addressed contradictions in their practice. Addressing these contradictions resulted in an expansion of their object and professional growth. The study contributes to a growing body of research in teacher education which applies CHAT as a conceptual framework to understand teacher professional learning and how interactions among activity system components influence teachers’ development and practice.     

Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry

ABSTRACT

One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic activity theory (CHAT). The activity-based instructional framework was used to transform the authentic practice of Modelling Human Exposure and Uptake of Chemicals in Consumer Products into a curriculum unit. The transformation was conducted by experienced chemistry teachers well informed about CHAT. The heuristic value was judged on criteria completeness, instructiveness and appreciation. Collected data are designed curriculum materials and a focus group interview. Analysis of the designed curriculum materials indicated that the framework was highly complete and instructive, except for evoking reflection in students. Most important, the framework proved successful in operationalising CHAT into concrete guidelines for educational design. Additionally, the results show that the instructional framework is highly appreciated by the users. Further development of such instructional frameworks is important, since it fosters the construction of high quality context-based curriculum materials.     

Positioning the individual teacher in school-based learning for inclusion

This paper reports on a critical ethnographic case study investigating teacher learning in a primary school in South Africa. A qualitative research methodology within a cultural–historical activity theoretical (CHAT) framework was employed. The learning trajectories of two teachers are presented spawning questions on how the empirical relationship between individual (teacher) and social (school as system) could be represented within CHAT. It is possible to argue theoretically for an agentive positioning for the two teachers allowing for the possibility that elements of this project will be sustained.     

Pre-service teachers’ greater power to act in the classroom: analysis of the circumstances for professional development

This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods for the clinical study of activity. The results showed intra-psychic conflicts. produced by interactions with trainers, peers, experienced colleagues, and students. These conflicts prompted the development of the pre-service teacher’s professional activity through the construction of new goals and new motives for action (development through sense), and the construction of new operations to reach these goals (development through efficiency). This study thus opens the way for creating training programmes that favour the development of teachers’ power to act. It provides a source for transforming traditional mentoring methods in teacher training.     

FROM INDIVIDUAL TO CORPORATE PRAXIS: A SYSTEMIC RE-IMAGINING OF RELIGIOUS EDUCATION

While praxis-oriented educational methodologies have become nearly normative in adult Christian religious education, an individualist framework still colors many of the approaches involved. Participants gather for reflection, but are sent individually for action in the world. Yet, the complexities of issues that Christians are called to address as agents of effective social transformation increasingly require models of communal or corporate praxis in which communities engage together in action as well as reflection. This article explores the systemic perspective and disciplines of learning organizations as a framework for reimagining the role of religious educator as a catalyst of true communal praxis in congregations.     

Exploring pedagogies to elevate inquiry: teaching action research in the third space

ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.     

Teacher education in practice: reconciling practices and theories in the United States context

This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.     

The name of the rose: Inclusive values into action in teacher education

This article considers the inclusive development of teacher education, drawing on changes made for the new edition of the Index for Inclusion. It defines inclusion as putting inclusive values into action and sets out a values framework for education. It critiques approaches to inclusion that are confined to the mainstream participation of children categorized as “having special educational needs”. It suggests inclusive development as a heading for all compatible principled interventions in schools but argues that having a singular approach to development is more important than the name it is given. It attempts to fill a gap in thinking about inclusion by suggesting the structure for a values- and rights-based curriculum for schools. It suggests that besides preparing teachers to promote inclusion in schools, teacher educators who wish to promote inclusion from within universities and colleges must attempt to put inclusive values into action in the cultures, policies, and practices of their own institutions.     

Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University

It is expected that that pre-service teachers are adequately equipped to meet the needs of diverse students. This article discusses the choices that teacher educators must make in designing inclusive education courses. The first choice is whether inclusive education will be infused into the curriculum or presented as a stand-alone course. If the latter, the second decision is what determines the content of courses – teacher need, policy directives or the authority of the field where knowledge is produced. If teacher educators look to the field of knowledge production, they might choose among inclusive education as an issue of student diversity; teaching competence; and schools and societies. We animate these choices as we describe an inclusive education course taught in a South African university. Our conclusion suggests that pre-service teacher education for inclusive education would be strengthened by more critical appraisal of the assumptions and orientations informing the design of courses.     

Reconceptualising advocacy: creating inclusive education in US universal pre-kindergarten

This narrative inquiry concerns preschool education in the USA. It describes and analyses the barriers and possibilities for inclusion/exclusion that educators and parents of young children in a West Virginian community believe that it poses. The researchers present a case study designed to examine the context of inclusive education as revealed in 15 educators’ and parents’ narratives and observations of universal pre-kindergarten (UPK) practice. Due to semi-market-based orientations, new UPK structures, and perceptions of acceptable roles for parents and educators, possibilities for advocacy, and inclusive education often went unrealised. Based on these data, the researchers offer suggestions for how teacher education might be further developed to reconceptualise advocacy as inclusive education created in part through a praxis orientation and deliberative relationships between homes and schools.     

Connecting initial teacher education and continuing professional learning through action research and action learning

This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.     

Teacher education for inclusive practice – responding to policy

This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals.     

Participatory Action Research as Change Strategy: A Case of Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in Gauteng East District of South Africa

Adult education is one of the platforms of skills development for the mostly disadvantaged people of South Africa who did not get formal education owing to past segregation and apartheid laws. Recently this sector has implemented inclusive education and is in the process of transforming and changing to achieve inclusion. This interpretative-qualitative case study within participatory action research explored the role of participatory action research as a change strategy to develop inclusive teaching practices and enhance adult student learning in an adult education context. Data were collected through semi-structured interviews, participant observations, documentary analysis, focus group interviews and group interpretative meetings in all four phases, i.e. planning, observation, action and reflection. After the group data analysis with co-researchers during group interpretative meetings and the researcher’s analysis using an interpretative-thematic inductive qualitative data analysis framework, the study found that participatory action research is viable as an educational change strategy, as it enhances collaboration among adult education teachers and improves their ability to be reflective and critical in their practice, which is fundamental in the development of inclusive teaching practices.

     

Living and learning in the presence of the other: defining religious education inclusively

Recent developments in praxis and theory of religious education point to the growing interest in inclusive forms of didactics. Interreligious learning invites children and young people to deal constructively with religious diversity in the classroom. In this paper, philosophical and theological arguments for inclusive religious education are presented and widened for a learning environment in which people with and without special needs learn in each other’s presence. The experience of radical otherness, of difference and vulnerability of fellow learners, is the starting point to reframe religious didactics, religious pedagogy and theology. It is also the culmination point: radical inclusive religious education ends up with the experience of learning as ‘receiving the gift of friendship’ (Hans Reinders). This framework is helpful to plan different sorts of learning arrangements and to conceive of different sorts of learning relationships, even outside the religious education classroom.     

Educational action research to initiate discourse on inclusion in an e-learning environment in teacher education

This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants’ involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations.