宾夕法尼亚代写Assignment:职业发展进程

2018-08-16 19:34

本文讨论了英国六名教师在12周内的职业发展进程，他们在一所学校工作，他们的孩子被认为有社交、情感和行为方面的困难。本文的主要研究领域是教师如何在课堂上使用会话来帮助整合孩子们的想法，并将这些想法与学习过程联系起来。“通过反思和探索性的讨论，通过课堂互动片段视频的强化，教师们探索和发展了他们互动风格的各个方面。”Brown K & Kennedy H(2011)研究的主要优势之一是，两名教育心理学家(EPs)也参与了研究，他们与六名教师一起工作。参照Schoa¹…的反思性教学模型(1983),教师和EPs的类旨在反思教师教学中发生的相互作用的方法。他们还希望能够一起工作，发现并扩展课堂对话。因此，通过与EPs的反思性和探索性对话，以及课堂互动环节的录音，教师们回顾了他们的课程，然后能够探索和发展他们在课堂上使用的互动教学方法的各个方面。在12周结束时，他们比较了拍摄的视频和录音。主要的焦点是查看项目开始阶段和结束阶段之间的变化。Brown K & Kennedy H(2011)指出，从教师回顾他们的课程，并与EPs一起工作，他们能够调整他们的课程以促进谈话。“改变包括教师使用对话来建立更多的孩子的想法和积极支持孩子之间的合作。”儿童谈话性质的变化表明，在谈话中建立更多的想法，减少新的主动性。对话的变化是考虑到儿童的参与和学习。
宾夕法尼亚代写Assignment:职业发展进程
This article discusses the professional development progression over a twelve week period, that six teachers in the UK, who work at a school with children who have been recognised has having social, emotional and behavioural difficulties. The main research area for the article is focused on how teachers use conversation in their class to help integrate children's ideas and link these to the learning progression. 'Through reflective and exploratory discussion, enhanced by videos of interactive sequences within classes, teachers explored and developed aspects of their interactional styles'. Brown K & Kennedy H (2011) One of the key strengths of the research is that two educational phycologists (EPs) were also heavily involved with the researched and they worked alongside the six teachers.With reference to Schoá¹…'s model of reflective teaching (1983), the class teachers and the EPs intended to reflect on the teachers' interactional methods that happened within the teaching. They also wanted to be able to work together to discover and extend classroom conversations. Therefore, through reflective and exploratory conversation with the EPs and with the help of recordings of interactive sessions that happened within the class, teachers watched back their lessons and were then able to explore and develop aspects of their interactional methods of teaching that they used with their class. At the end of the twelve weeks, the videos and recordings taken were compared. The main focus was to see the changes between the beginning sessions to the sessions at the end of the project. Brown K & Kennedy H (2011) stated that from the teachers looking back at their lessons, and working alongside the EPs they were able to adapt a change in their lessons to promote talk. 'Changes included the teachers using conversation to build more on children's ideas and actively support the cooperation between children. Changes in the nature of talk amongst children showed evidence of building more on ideas within conversations and making less new initiatives. The changes in conversations are considered with reference to children's participation and learning.

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