文章基本信息

标题：Teachers’ Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?
本地全文：下载
作者：Kjellfrid Mæland ; Magne Espeland
期刊名称：Education Inquiry
印刷版ISSN：2000-4508
出版年度：2017
卷号：8
期号：3
页码：192-208
DOI：10.1080/20004508.2017.1293314
语种：English
出版社：Education Inquiry
摘要：ABSTRACT This article is based on a qualitative case study of teachers’ conceptions of improvisation in teaching. Empirical data are master student teachers’ texts (transcripts, reflections) based on observations and interviews of practising teachers. The texts were analysed in an abductive process. We can identify four specific characteristics of how improvisation in teaching is conceived; improvisation of design, improvisation in communication, and improvisation dependent on repertoire and context. However, teachers experience severe challenges in their improvisational practices, e.g. with regard to their knowledge base, the accountability agenda and teacher autonomy. Therefore, we argue that improvisation should be part of teacher education.
关键词：Disciplined improvisation ; teacher education ; teaching skill ; teacher’s role