2019年冠状病毒病(COVID-19)
单位(环理论)
课程
大流行
活动理论
教育学
2019-20冠状病毒爆发
严重急性呼吸综合征冠状病毒2型(SARS-CoV-2)
专业发展
心理学
协作学习
社会学
数学教育
医学
爆发
病理
病毒学
传染病(医学专业)
疾病
作者
Li Ke,Patricia Friedrichsen,Rebecca Lesnefsky,Troy D. Sadler
标识
DOI:10.1016/j.tate.2022.103957
摘要
Collaborative design, or co-design, is an effective form of professional development that promotes teacher learning. In this study, we used cultural-historical activity theory (CHAT) to investigate how teachers attempt to resolve systematic contradictions as they co-designed and enacted a four-week science unit on COVID-19. Our findings indicated that the teachers faced significant challenges in implementing the COVID-19 unit. We also found that tensions among teachers and positioning teachers as the ultimate decision-makers were particularly useful for promoting teacher learning in the midst of a pandemic.
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