Портал психологических изданий PsyJournals.ru
Каталог изданий 126Рубрики 53Авторы 9739Новости 1907Ключевые слова 5095 Правила публикацииВебинарыRSS RSS
Культурно-историческая психология - №2 / 2021 | Перейти к описанию
Scopus
Web of Science СС

Включен в Web of Science СС (ESCI)

Включен в Scopus

SCImago Journal & Country Rank

ВАК

РИНЦ

Рейтинг Science Index РИНЦ 2019

19 место — направление «Психология»

0,643 — показатель журнала в рейтинге SCIENCE INDEX

1,064 — двухлетний импакт-фактор

CrossRef

Культурно-историческая психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (печатная версия): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

Лицензия: CC BY-NC 4.0

Издается с 2005 года

Периодичность: 4 номера в год

Доступ к электронным архивам: открытый

Аффилирован ISCAR

 

Трансформация предметного содержания сквозь призму психологии и социологии: исследование в графстве Оксфордшир (Великобритания) 53

|

Хан С.
Оксфордский университет, Великобритания
ORCID: https://orcid.org/0000-0002-9070-8218
e-mail: hi.soniakhan@gmail.com

Аннотация

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.

Ссылка для цитирования

Благодарности

Автор выражает признательность И. Томпсону и Г. Дэниелсу за их поддержку и помощь в истолковании социокультурных и социологических аспектов, а также В. Эллиотт за её ценные указания.

Литература
  1. Alexander P.A. The Development of Expertise: The Journey from Acclimation to Proficiency. Educational Researcher, 2003, Vol. 32 (8), pp. 10—14.
  2. Alexander R. Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos, 2004.
  3. Alterator S., Deed C., Prain V. Encapsulating teacher expertise in action. Teachers and Teaching, 2018, Vol. 24 (4), pp. 450—460.
  4. Anthony G., Hunter J., Hunter R. Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 2015, Vol. 49, pp. 108—117.
  5. Beltramo J.L. Developing adaptive teaching practices through participation in cogenerative dialogues. Teaching and Teacher Education, 2017, Vol. 63, pp. 326—337.
  6. Bereiter C., Scardamalia M. Surpassing ourselves: An inquiry into the nature and implications of expertise. Illinois: Open Court, 1993.
  7. Berliner D.C. In Pursuit of the Expert Pedagogue. Educational Researcher, 1986, Vol. 15 (7), pp. 5—13.
  8. Bernstein B. Code Theory and its Positioning: A case study in misrecognition. British Journal of Sociology of Education, 1995, Vol. 16 (1), pp. 3—19.
  9. Bernstein B. Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 1999, Vol. 20 (2), pp. 157—173.
  10. Bernstein B. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (Revised Edition). Lanham, MD: Rowman & Littlefield, 2000.
  11. Black P., Wiliam D. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 1998, Vol. 5 (1), pp. 7—74.
  12. Black P., Wiliam D. “In Praise of Educational Research”: Formative assessment. British Educational Research Journal, 2003, Vol. 29 (5), pp. 623—637.
  13. Boukafri K., Civil M., Planas N. A Teacher’s Use of Revoicing in Mathematical Discussions. In J.N. Moschkovich, D. Wagner, A. Bose, J.R. Mendes, & M. Schütte (Eds.), Language and Communication in Mathematics Education. Springer, Cham, 2018, pp. 157—169.
  14. Brown R., Hirst E. Developing an understanding of the mediating role of talk in the elementary mathematics classroom. Journal of Classroom Interaction, 2007, Vol. 41 (2), pp. 18—28.
  15. Chaiklin S. The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V.S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context. 2003, pp. 39—64.
  16. Clandinin D.J. Classroom practice: Teacher images in action. Great Britain: Taylor & Francis (Printers) Ltd., 1986.
  17. Cole M. Cultural psychology: A once and future discipline. Harvard University Press, 1996.
  18. Connelly F.M., Clandinin D.J. Teachers as Curriculum Planners: Narratives of Experience. New York: Teachers College Press, 1988.
  19. Connelly F.M., Clandinin D.J. Stories of Experience and     Narrative     Inquiry.     Educational     Researcher,     1990, Vol. 19 (5), pp. 2—14.
  20. Counsell. Thinking, talking, writing: Collaborative reasoning in the secondary classroom. Teaching English, 2015, Vol. 9, pp. 41—44.
  21. Dewey J. Democracy and education. Mineola, N.Y.: Dover Publications, 2004.
  22. Do S.L., Schallert D.L. Emotions and Classroom Talk: Toward a Model of the Role of Affect in Students’ Experiences of Classroom Discussions. Journal of Educational Psychology, 2004, Vol. 96 (4), pp. 619—634.
  23. Doyle W. Academic Work. Review of Educational Research, 1983, Vol. 53 (2), pp. 159—199.
  24. Dreyfus S.E. The five-stage model of adult skill acquisition. Bulletin of Science, Technology and Society, 2004, Vol. 24 (3), pp. 177—181.
  25. Edwards A. Designing tasks which engage learners with knowledge. In I. Thompson (ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. Routledge, 2015, pp. 13—27.
  26. Enow L., Goodwyn A. The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning. English in Education, 2018, Vol. 52 (2), pp. 120—134.
  27. Ericsson K.A., Simon H.A. Verbal reports as data. Psychological Review, 1980, Vol. 87 (3), pp. 215—251.
  28. Ericsson     K.A.,     Simon     H.A.     Protocol     analysis. Massachusetts Institute of Technology, 1993.
  29. Ethel R.G., McMeniman M.M. Unlocking the knowledge in action of an expert practitioner. Journal of Teacher Education, 2000, Vol. 51 (2), pp. 87—101.
  30. Fisher R. Dialogic teaching: developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 2007, Vol. 177 (6—7), pp. 615—631.
  31. Freire P. Pedagogy of freedom: Ethics, democracy and civic courage (Critical perspectives series) [electronic resource]. Lanham, Md.; Oxford: Rowman & Littlefield, 1998.
  32. Freire, P., Macedo D. Pedagogy of the oppressed. New York, NY: The Seabury Press, 2000.
  33. Ginkel S.V., Gulikers, J., Biemans, H., Mulder, M. Fostering oral presentation performance: Does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor? Assessment and Evaluation in Higher Education, 2017, Vol. 42 (6), pp. 953—966.
  34. Griffiths M. Critically adaptive pedagogical relations: The relevance for educational policy and practice. Educational Theory, 2013, Vol. 63 (3), pp. 221—236.
  35. Hargreaves A. The emotional practice of teaching. Teaching and Teacher Education, 1998, Vol. 14 (8), pp. 835—854.
  36. Hashweh M.Z. Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching, 2005, Vol. 11 (3), pp. 273—292.
  37. Hattie J., & Yates G.C. Visible learning and the science of how we learn. Routledge, 2014.
  38. Holland D., Lachicotte W., Skinner, D., Cain. C. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press, 1998.
  39. Holland D., Fox G., Daro V. Social Movements and Collective Identity: A Decentered, Dialogic View. Anthropological Quarterly, 2008, Vol. 81 (1), pp. 95—126.
  40. 40. Ingram J., Pitt A., Baldry F. Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 2015, Vol. 17 (3), pp. 183—197.
  41. 41. Korthagen F.A. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 2004, Vol. 20 (1), pp. 77—97.
  42. Lincoln, Y.S., Guba E.G. Naturalistic inquiry. Sage, 1985.
  43. Linell P. Rethinking language, mind, and world dialogically. Charlotte, NC: Information Age, 2009.
  44. Mackey, A., Gass S.M. Second language research: Methodology and design. London: Lawrence Erlbaum Associates, 2005.
  45. Männikkö I., Husu J. Examining teachers- adaptive expertise through personal practical theories. Teaching and Teacher Education, 2019, Vol. 77, pp. 126—137.
  46. Marshall B. The write kind of knowledge in English. Critical Quarterly, 2003, Vol. 45 (4), pp. 113—125.
  47. Mercer N. Words and minds: How we use language to think together. London: Routledge, 2000.
  48. Merriam, S.B., Tisdell E.J. Qualitative research: A guide to design and implementation. John Wiley & Sons, 2015.
  49. Meyer H. Novice and expert teachers’ conceptions of learners’ prior knowledge. Science Education, 2004, Vol. 88 (6), pp. 970—983.
  50. Miles M.B., Huberman A.M., Saldaña J. Qualitative Data Analysis. A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: Sage, 2014.
  51. Mutton T., Burn K., Hagger H. Making sense of learning to teach: Learners in context. Research Papers in Education, 2010, Vol. 25 (1), pp. 73—91.
  52. Mutton T., Hagger H., Burn K. Learning to plan, planning to learn: The developing expertise of beginning teachers. Teachers and Teaching, 2011, Vol. 17 (4), pp. 399—416.
  53. Palmer D.J., Stough L.M. Identifying Teacher Expertise: An Examination of researcher’s decision making. Educational Psychologist, 2005, Vol. 40 (1), pp. 13—25.
  54. Parsons D. Formative assessment in discussion tasks. ELT Journal, 2017, Vol. 71 (1), pp. 24—36.
  55. Píšová M., Janík T. On the nature of expert teacher knowledge. Orbis scholae, 2011, Vol. 5 (2), pp. 95—116.
  56. Rosenblatt     L.M.     Making     meaning     with     texts. Portsmouth, N. H: Heinemann, 2005.
  57. Rowe V.C. Using video-stimulated recall as a basis for interviews: Some experiences from the field. Music Education Research, 2009, Vol. 11 (4), pp. 425—437.
  58. Säljö R. Learning, theories of learning, and units of analysis in research. Educational Psychologist, 2009, Vol.44(3), pp. 202—208.
  59. Sato M., Akita K., Iwakawa N. Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan. Peabody Journal of Education, 1993, Vol. 68 (4), pp. 100—110.
  60. Schepens A., Aelterman A., Van Keer H. Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. Teaching and Teacher Education, 2007, Vol. 23 (4), pp. 457—472.
  61. Schmidt M. Learning from Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning. Journal of Research in Music Education, 2010, Vol. 58 (2), pp. 131—146.
  62. Schön           D.A.      The       reflective             practitioner:      How professionals think in action. Basic Books, 1983.
  63. Schwab J.J. The structure of the disciplines: Meanings and significance. In G. W. Ford & L. Pugno (eds.), The structure of knowledge and the curriculum. Chicago: Rand McNally., 1964, pp. 6—30.
  64. Shulman L.S. Those who understand: Knowledge growth in teaching. Educational Researcher, 1986, Vol. 15 (2), pp. 4—14.
  65. Smagorinsky P. Teaching English by design: How to create and carry out instructional units. Heinemann, 2008.
  66. Stake R.E. Multiple case study analysis. Guilford Press, 2006.
  67. Sternberg R.J., Horvath J.A. A Prototype View of Expert Teaching. Educational Researcher, 1995, Vol. 24 (6), pp. 9—17.
  68. Stylianides G.J., Watson A. The interplay between mathematics and pedagogy. In I. Thompson (ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. Routledge, 2015, pp. 47—69.
  69. Thompson I. Communication, Culture, and Conceptual Learning: Task design in the English classroom. In I. Thompson (ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. Routledge, 2015, pp.86—106.
  70. Thompson I., Wittek A.L. Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction, 2016, Vol. 11, pp. 85—96.
  71. Tiknaz Y., Sutton A. Exploring the role of assessment tasks to promote formative assessment in Key Stage 3 Geography: Evidence from twelve teachers. Assessment in Education: Principles, Policy and Practice, 2006, Vol. 13 (3), pp. 327—343.
  72. Traianou A. Understanding teacher expertise in primary science: A sociocultural approach. Research Papers in Education, 2006, Vol. 21 (1), pp. 63—78.
  73. Tsui A. Distinctive qualities of expert teachers. Teachers and Teaching, 2009, Vol. 15 (4), pp. 421—439.
  74. Turner-Bisset R. Expert teaching: Knowledge and pedagogy to lead the profession. Routledge, 2001.
  75. Vygotsky L.S. Mind in society. Boston: Harvard University Press, 1978.
  76. Vygotsky L.S. Thinking and speech. In V. V. Davydov (ed.) & N. Minick (trans.), L. S. Vygotsky, The collected works: General psychology (Vol. 2). New York: Plenum, 1987.
  77. Vygotsky L.S. The collected works of LS Vygotsky: The history of higher mental functions (Vol. 4). New York: Plenum, 1997.
  78. Wartofsky M. Models. Dordecht: D. Reidel, 1973.
  79. Wertsch J.V. Mind as Action. New York: Oxford University Press, 1998.
  80. Wertsch J.V. [Review of book Pedagogy, symbolic control and identity: Theory, research, critique, by Basil Bernstein]. Language in Society, 1998, Vol. 27 (2), pp. 257—259.
  81. Wiliam D. What is assessment for learning? Studies in Educational Evaluation, 2011, Vol. 37 (1), pp. 3—14.
  82. Wilkinson D.,     Birmingham P.     Using     research instruments: A guide for researchers. Psychology Press, 2013.
  83. Yandell J. The social construction of meaning: Reading Animal Farm in the classroom. Literacy, 2013, Vol. 47 (1), pp. 50—55.
  84. Yoon S. A., Koehler-Yom J., Anderson E., Lin J., KlopferE. Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer- supported reform curricula in high school science. Research in Science & Technological Education, 2015, Vol. 33 (2), pp. 237—251.
Статьи по теме
 
О проекте PsyJournals.ru

© 2007–2021 Портал психологических изданий PsyJournals.ru  Все права защищены

Свидетельство регистрации СМИ Эл № ФС77-66447 от 14 июля 2016 г.

Издатель: ФГБОУ ВО МГППУ

Creative Commons License Репозиторий открытого доступа     Рейтинг репозиториев Webometrics

Яндекс.Метрика