实践性社群(Communities of Practice,COP)已被发展为企业内以及企业间知识分享及创造的主要平台,其强调的是松散且非正式的社群架构,而当中的成员组成也是强调自愿加入,所以社群的维系来自于人际关系及社群意识的形塑,即人与人之间的...实践性社群(Communities of Practice,COP)已被发展为企业内以及企业间知识分享及创造的主要平台,其强调的是松散且非正式的社群架构,而当中的成员组成也是强调自愿加入,所以社群的维系来自于人际关系及社群意识的形塑,即人与人之间的互动也就格外的被重视。本研究以具备实践性社群特质的社群成员为研究对象,在问卷中以社会资本的三大方面为研究角度,企图了解在以创新及知识分享为目标的社群特质下,其社群内人际关系以及社群内知识互动对社群成员的个人知识分享的影响。研究结果发现,除了认知面社会资本外,关系面社会资本和结构面社会资本都对个人在社群中的知识分享有显着影响。展开更多
The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continu...The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.展开更多
文摘实践性社群(Communities of Practice,COP)已被发展为企业内以及企业间知识分享及创造的主要平台,其强调的是松散且非正式的社群架构,而当中的成员组成也是强调自愿加入,所以社群的维系来自于人际关系及社群意识的形塑,即人与人之间的互动也就格外的被重视。本研究以具备实践性社群特质的社群成员为研究对象,在问卷中以社会资本的三大方面为研究角度,企图了解在以创新及知识分享为目标的社群特质下,其社群内人际关系以及社群内知识互动对社群成员的个人知识分享的影响。研究结果发现,除了认知面社会资本外,关系面社会资本和结构面社会资本都对个人在社群中的知识分享有显着影响。
基金supported by National Social Science Fund of China[Grant No.12CYY026]~~
文摘The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.
