Approaches to co-construction of knowledge in teacher learning groups

被引：30

作者：

van Schaik, Patrick ^{[1
,2
]}

Volman, Monique ^{[1
]}

Admiraal, Wilfried ^{[3
]}

Schenke, Wouter ^{[4
]}

机构：

[1] Univ Amsterdam, Res Inst Child Dev & Educ, Amsterdam, Netherlands

[2] Calvijn Coll, Goes, Netherlands

[3] Leiden Univ, ICLON Grad Sch Teaching, Leiden, Netherlands

[4] Univ Amsterdam, Kohnstamm Inst, Amsterdam, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 84卷

关键词：

Knowledge co-construction; Teacher collaboration; Teacher learning groups; Practice-based; Research-based; Research-informed; PROFESSIONAL-DEVELOPMENT; SCHOOL; COLLABORATION; IMPACT; COMMUNITIES; LEADERSHIP; EDUCATION; OUTCOMES; CONTEXT;

D O I：

10.1016/j.tate.2019.04.019

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We investigated approaches to knowledge co-construction in teacher learning groups (TLGs), changes in teaching and understanding of teaching perceived by TLG participants, and supportive and inhibiting conditions for knowledge co-construction in TLGs. Interviews with 39 teachers revealed three approaches to knowledge co-construction in TLGs based on the knowledge source used: practice-based, research-informed, and research-based. All teachers reported changes in teaching and understanding of teaching. Participation in research-informed and research-based teacher learning groups seemed to affect teachers' teaching and understanding of teaching more deeply than participation in practice-based groups. Supportive school leadership appeared as a key condition for teachers' knowledge co-construction. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页码：30 / 43

页数：14

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