The STAR project: teaching as a learning experience

被引:1
|
作者
Rodriguez-Valls, Fernando [1 ]
机构
[1] San Diego State Univ, Div Educ, IVC, Calexico, CA 92231 USA
来源
ACTION LEARNING | 2010年 / 7卷 / 01期
关键词
praxial knowledge; active planning; dynamic educational organizations; two-fold observation; vertical teams; constructivism;
D O I
10.1080/14767330903576838
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Knowledge and its applicability nourish each other in schools where teachers critically analyze data and, through team discussions, have the opportunity to solve the challenges that education presents every day. The premise of this model is that all participants have an active role in the function of creating praxial knowledge. This article presents a model of action learning implemented during two school years, 2007-2009, by 26 teachers, their principal and two external advisors. Four pillars composed the core of this teacher-researcher model: two-fold observation of teaching practices, critical reflection, active planning and implementation of best practices. This four-dimensional approach allowed the participants to construct the ideal of a teacher who has the skills to lengthen her/his learning experience, to widen the spectrum of its application and to deepen the content of her/his inquiry. The outcomes of this project suggest that when teachers conceptualize teaching as a learning experience that requires uninterrupted observation, reflection and action, student performance increases. Most importantly, schools become dynamic educational organizations where knowledge is constructed, rather than instructed from teachers to students.
引用
收藏
页码:29 / 40
页数:12
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