Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego

Agnieszka Szplit

DOI: http://dx.doi.org/10.12775/RA.2018.10

Abstrakt


Podejmowane przez nauczycieli akademickich działania skierowane na poznawanie i doskonalenie własnej praktyki są wyrazem ich nieformalnego uczenia się. Autorka próbuje określić kierunki aktywności badawczej nauczycieli akademickich, którzy kształcą przyszłych nauczycieli. Dokonuje ich przeglądu w oparciu o analizę literatury międzynarodowej. Odnajduje cztery strategie zmierzające do uczenia się poprzez poszukiwania badawcze dotyczące własnej praktyki dydaktycznej: strategię opisu, strategię wzbogacania rzemiosła, strategię ewaluacji oraz strategię współpracy.


Słowa kluczowe


nauczyciel akademicki; uczenie się nieformalne; badania międzynarodowe; strategie badania własnej praktyki

Pełny tekst:

PDF

Bibliografia


Balakrishnan V. (2014), Using social networks to enhance teaching and learning experience in higher learning institutions, „Innovation in Education and Teaching International”, 6(51), s. 595–606.

Baumfield V., Hall E. & Wall, K. (2013), Action Research in Education, Sage, London.

Cilliers L. (2017), Wiki acceptance by university students to improve collaboration in higher education, „Innovation in Education and Teaching International”, 9(54), s. 485–493.

Coburn C.E., Penuel W.R. (2016), Research – practice Partnership in Education: Outcomes, Dynamics, and Open Questions, „Educational Researcher”, 1(45), s. 48–54.

Cochran-Smith M. (2005), Teacher educators as researchers: multiple perspectives, „Teaching and Teacher Education”, 21(2), s. 219–225.

Cochran-Smith M., Lytle S.L. (2009), Inquiry as Stance: Practitioner Research for the Next Generation, Teachers College Press, New York.

Coral J., Llexia T. (2017), In-service Content and Language Integrated Learning (CLIL) teacher development: An Action Research project in teachers’ professional learning, [w:] Boyd P., Szplit A. (red.), Teachers and Teacher Educators Learning through Inquiry: International Perspectives, Attyka, Kielce–Kraków.

Czerniawska E., Ledzińska M. (1986), Ontogeniczny rozwój strategii pamięciowych i ich ćwiczenie, [w:] Włodarski Z., Psychologiczne problemy pamięci, PWN, Warszawa.

Dana N. F. (2015), Understanding Inquiry as Stance: Illustration and Analysis of One Teacher Researcher’s Work, „LEARNing Landscapes”, 8(2), s. 161–171.

Day C., Leitch R. (2001), Teachers’ and teacher educators’ lives: The role of emotion, „Teaching and Teacher Education”, 17, s. 403–415.

Day Ch. (2008), Od teorii do praktyki. Rozwój zawodowy nauczyciela, Gdańskie Wydawnictwo Psychologiczne, Gdańsk.

Fabricatore C.; Lopez M.X. (2014), Complexity-based learning and teaching: a case study in higher education, „Innovation in Education and Teaching International”, 6(51), s. 618–630.

Hattie J.; Timperley, H. (2007), The Power of Feedback, „Review of Educational Research”, 77(1), s. 81–112.

Hattie J. (2009), Visible learning: A Synthesis of 800+ meta-analyses on achievement, Routledge, London.

Hattie J. (2015), The Applicability of Visible Learning to Higher Education, „Scholarship on Teaching and Learning Psychology”, 1(1), s. 79–91.

Huang W.D., Hood D. W., Yoo S.J. (2014), Motivational suport inWeb 2.0 learning environments: a regression analysis based on the integrative theory of motivation, volition and performance, „Innovation in Education and Teaching International”, 6(51), s. 631–641.

Kadi-Hanifi K., Dagman O., Peters J., Snell E., Tutton C., Wright T. (2014), Engaging students and Staff with educational development through appreciative inquiry, „Innovation in Education and Teaching International”, 6(51), s. 584–594.

Klecka C., Donovan L., Venditti K. & Short, B. (2008), Who is a teacher educator? Enactment of teacher educator identity through electronic portfolio development, „Action in Teacher Education”, 29(4), s. 83–91.

Lillejord S., Borte K. (2016), Partnership in teacher education – a research mapping, „European Journal of Teacher Education”, 4(39), s. 550–563.

Lisowka-Madziarz M. (2004), Analiza zawartości mediów. Przewodnik dla studentów, Uniwersytet Jagielloński, Kraków.

Lloyd C., Trangmar R. (2012), Investigating the Implications of Hattie’s. Synthesis of Meta-Analyses for Teaching Higher Education in Further Education, „Teacher Education Network Journal”, 4(3), s. 59–76.

Loughran J. (2014), Professionally developing as a teacher educator, „Journal of Teacher Education”, 65(4), s. 1–13.

Loughran J., Berry A. (2005), Modelling by teacher educators, „Teaching and Teacher Education”, 21(2), s. 193–203.

Lunenberg M., Dengerink J., Korthagen F. (2014), The professional teacher educator: Professional roles, behaviour and development of teacher educators, Sense Publishers, Boston.

Malewski M. (2010), Od nauczania do uczenia się. O paradygmatycznej zmianie w andragogice, Dolnośląska Szkoła Wyższa, Wrocław.

Margolin I. (2011), Professional Development of Teacher Educators through a „Transitional Space”: A Surprising Outcome of a Teacher Education Program, „Teacher Education Quarterly”, 3, s. 7–25.

Miles R., Cutter-Mackenzie A., Harrison L. (2014), Teacher Education: A Diluted Environmental Education Experience, [w:] Boyd P., Szplit A., Zbróg Z. (red.), Teacher Educators and Teachers as Learners, Libron, Kraków.

Mtika P., Robson D., Fitzpatrick R. (2014), Joint Observation of Student Teaching and Related Tripartite Dialogue during Field Experience: Partner Perspectives, „Teaching and Teacher Education”, 39, s. 66–76.

Murray J., Male T. (2005), Becoming a teacher educator: evidence from the field, „Teaching and Teacher Education”, 21, s. 125–142.

Murray J. (2008), Teacher educators’ induction into higher education: work-based learning in the micro communities of teacher education, „European Journal of Teacher Education”, 31(2), s. 117–133.

Nasalska E. (1982), Kierunki rozwoju analizy treści, „Studia Socjologiczne”, 3–4, s. 51–67.

Niemi H., Nevgi A., Aksit F. (2016), Active learning promoting student teachers’ professional competence in Finland and Turkey, „European Journal of Teacher Education”, 4(39), s. 471– 490.

Philpott C., Oates C. (2016), Teacher Agency and Professional Learning Communities; what can Learning Rounds in Scotland teach us?, „Professional Development in Education”, DOI:10.1080/19415257.2016.1180316

Postholm M.B. (2016), Collaboration between teacher educators and schools to enhance development, „European Journal of Teacher Education”, 4(39), s. 452–470.

Reynolds R.J. (1995), The professional self-esteem of teacher educators, „Journal of Teacher Education”, 46(3), s. 216–227.

Silverman D. (2008), Prowadzenie badań jakościowych, Wydawnictwo Naukowe PWN, Warszawa.

Snow J.L., Martin S.M. (2014), Confessions of Practice: Multidimensional Interweavings of Our Work as Teacher Educators, „The New Educator”, 4(10), s. 331–353.

Steward S., Steward W. (2014), Teaching Bayesian statictics to undergraduate students through debates, „Innovation in Education and Teaching International”, 6(51), s. 653–663.

Szplit A. (2017), Inquiry-based Continuing Professional Development for University Teachers: Polish Initiatives and Concerns, [w:] P. Boyd, A. Szplit. Teachers and Teacher Educators Learning Through Inquiry: International Perspectives, Attyka, Kraków–Kielce.

Tack H., Vanderlinde R. (2014), Teacher Educators’ Professional Development: Towards a Typology of Teacher Educators’ Researcherly Disposition, „British Journal of Educational Studies: New Directions in Teacher Education”, 62(3), s. 297–315.

Tillema H.H., Kremer-Hayon L. (2002), ‘Practising What We Preach’ – Teacher Educators’ Dilemmas in Promoting Self-regulated Learning: a Cross-case Comparison, „Teaching and Teacher Education”, 18, s. 593–607.

Wenger E. (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Cambridge.

Netografia

Tack H., Vanderlinde R. (2015), Teacher Educators’ Professional Development: The Development of a Researcherly Disposition, Annual Meeting of the American Educational Research Association, Abstracts. Chicago, dostępny na: http://hdl.handle.net/1854/LU-7004424 (otwarcie wielokrotne 2017).








ISSN 1429-186X (print)
ISSN 2391-7571 (online)

Partnerzy platformy czasopism