教师研究和发展.pptVIP

Phenomenological Understanding of Teaching: Teacher research and teacher development Teachers’ knowledge Knowledge in practice (Reflection in action) The role teachers could play Knowledge on practice (Reflection on reflection-in-action) The role teachers as researchers could play Knowledge for practice (Reflection for reflection-in-action) The role teacher educators could play (symbolization) Talk into understanding We say that we ‘conduct’ a conversation, but the more fundamental a conversation is, the less its conduct lies within the will of either partner. Thus a fundamental conversation is never one that we want to conduct. Rather, it is generally more correct to say that we fall into conversation, or even that we become involved in it. …No one knows what will ‘come out’ in a conversation. Understanding or its failure is like a process which happens to us. Thus we can say that something was good conversation or that it was a poor one. All this shows that a conversation has a spirit of its own, and that language used in it bears its own truth within it, ie that it reveals something which henceforth exists. --- Gadamer Reasons in classroom talk Technical reason Strategic reason Understanding reason Teachers’ understanding: practical and tacit knowledge Understanding teaching means ‘being able to manage learning using language as a knife’, ‘being a match for the horizon of students’ understanding’, ‘being competent to be there in the classroom’. Developing teachers’ understanding: Knowledge on practice Interpretation: making sense of something, making something intelligible, What is understood is not something new, nor the acquiring of information about what is understood, rather it discovers itself, Being or Dao (the authentic and natural route 游刃有餘的自然空间). “Interpretation is not a means through which understanding is achieved, but it has passed into the content of what is understood.” (Gadamer: 359) Communication serves the function to point out the rout