Трансформация предметного содержания сквозь призму психологии и социологии: исследование в графстве Оксфордшир (Великобритания)

В настоящей работе, с опорой на психологическое и социологическое знание, исследуется то, как учителя трансформируют предметное содержание для учеников в ситуации урока. В научной литературе, посвященной преподаванию, уделяется недостаточно внимания тому, какую роль играют макрорегулирующие контексты в формировании мышления учителя и, следовательно, в педагогике в целом. Выготский поместил в фокус научного рассмотрения ту опосредующую функцию, которую берет на себя учитель в процессе школьного обучения, используя различные психологические орудия, однако он не успел более глубоко изучить влияние социокультурных контекстов, в рамках которых осуществляется учебное взаимодействие. Чтобы восполнить этот пробел, мы обратились к работам социального теоретика и специалиста по социологии образования Б. Бернштейна: он утверждает, что способы, которыми институты регулируют социальные отношения внутри себя, неизбежно влияют на педагогические практики в данных контекстах. Далее было проведено исследование множества конкретных случаев (multicase study) из практики учителей английского языка и математики, работающих в средних школах графства Оксфордшир (Великобритания). Комплексный анализ случаев обнаружил связь между микропроцессами обучения и макрорегулирующим дискурсом. Также показано, что на педагогические решения, принимаемые учителями, влияет их собственное восприятие институциональной культуры, в рамках которой — и средствами которой — они осуществляют свою деятельность. Наконец, анализ высветил взаимосвязь между несколькими способами, которыми учителя опосредуют и направляют процесс обучения своих учеников.

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