Analysis of teachers’ practical knowledge based on ENA: Taking the teacher learning community in the mobile social environment as an example

Abstract

教师网络学习共同体已逐渐成为技术支持教师专业发展的必要途径,而教师实践性知识的发展是评估教师学习共同体绩效的重要指标之一。文章通过对云桥学院学习共同体中95名教师的1120条网络协作对话内容进行认知网络分析,发现专家名师的实践性知识结构更紧密,更能体现以学习者为中心;个体参与教师关于科目的知识增长明显,团体参与教师的实践性知识发展更全面。文章使用定量方法对实践性知识分析方面作了一些方法尝试,且基于研究结果提出了促进教师实践性知识发展的建议,可为后续研究提供参考。 Teachers’ network learning community has gradually become a necessary way for technology to support teachers’ professional development, and the development of teachers’ practical knowledge is one of the important indicators for evaluating teachers’ learning community performance. Through the cognitive network analysis of 1120 network collaborative dialogue content of 95 teachers in the learning community of Cloud Bridge Academy, it was found that the practical knowledge structure of experts and famous teachers was much more compact, and could better reflect the learner-centered concern. Meanwhile, it was found that individual participating teachers had an obvious improvement in their subject knowledge, and group participating teachers had their practical knowledge developed in a more comprehensive way. This paper made some methodological attempts in the analysis of practical knowledge using quantitative methods, and put forward suggestions to promote the development of teachers’ practical knowledge according to research results, and could provide a reference for subsequent studies.