期刊
SPORT EDUCATION AND SOCIETY
卷 24, 期 8, 页码 855-866出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13573322.2018.1476336
关键词
Community of practice; student centered pedagogy; inquiry based learning; student engagement; teacher change; participatory action research; collaboration; critical pedagogy
This collaborative self-study explores how educators' pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly collaborative group meetings, and 3 90-minute interviews per teacher. Culture, values, beliefs and professional background were critical for the development of the teachers' pedagogical identities in the process of learning to use a SCIC approach within a community of practice. These experiences created for some, places to further develop their ideas about teaching, whereas for others they caused great discomfort and a sense of personal loss. The CoP facilitated the development of the teachers' pedagogical identities, changing positionalities, and negotiating culture, values, beliefs and professional backgrounds.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据