Visit to Central China Normal University (CCNU)

STUDYING TEACHER EDUCATION FROM A

CULTURAL-HISTORICAL PERSPECTIVE

从文化历史角度研究教师教育

Professor Viv Ellis

CLASS 4: Intervention research: studying and

promoting change in teacher education

课程四：干预研究：研究和提升教师教育中的变化

In this class, we look specifically at the kind of research that intervenes into

practice as it is in order to help practitioners change it. The fourth class will look

particularly at one type of CHAT intervention – Developmental Work Research

(DWR).

在本节课中，我们将着眼于干预性研究。这些研究是为了帮助老师进行改变

惯常做法。一个特殊的CHAT干预理论将成为本堂课的中心，它就是

Developmental Work Research (DWR)。

Intervention research

干预性研究

Intervention research: researchers intervene into (interrupt) the everyday practice of the participants (e.g. teachers)

Formative interventions: are types of research intended to help participants change the conditions under which participants work and to improve their everyday practice; they are a form of R&D (research and development)

Developmental Work Research (DWR) is one type of CHAT-influenced formative intervention

干预性研究：研究者对参与者（老师）的日常实践进行干预（阻碍）

形成性干预：是一系列帮助研究者改变工作环境并提升日常实践的研究。它们是R&D的一种（研究和发展）

Developmental Work Research (DWR) 就是一种CHAT系的形成性干预研究

DWR as a formative intervention R&D

DWR——R&D所属的形成性干预研究

DWR does not give participants (e.g.

teachers) the ‘answer’ to their

problems of practice. To that extent,

it is not like a ‘design experiment’

where researchers deliver findings to

users (e.g. teachers)

Instead, DWR gives participants

some tools to help them change the

conditions in which they work and

improve their practice

The tools are those of CHAT

DWR并不会给参与者（老师）问题的

答案（如实践中的问题）。这么讲的

话，它并不像是‘设计性实验’。研究者

并不会直接将发现告诉用户（老师）

相反，DWR会给予参与者一些工具来

帮助他们改变工作环境从而提升实践

工具便是CHAT理论

The Change Laboratory at the centre of DWR

DWR的理论中心——变革实验室

DWR involves a sequence of Change

Laboratories in which participants

work with teachers

Before each Change Laboratory, the

researchers collect data from the

participants’ settings that will reflect their

current practice (this is called ‘mirror

data’)

In the Change Laboratory, they show the

participants selections of this data and get

them to analyse the data using the

CHAT tools, represented by the triangular

activity system

DWR包含了一系列的变革实验室，在那里

参与者和老师一起工作（这个不是真正的

实验室，类似一个微型实验场，参与者和

研究者以团队形式进行合作、研讨）

在每个变革实验室之前，研究者会搜集参

与者当前环境的数据，这些数据能够反映

他们的当前实践活动（这被叫做‘镜像数

据’）

在变革实验室中，他们向参与者展示数据

的选择并让他们使用CHAT理论来分析这些

数据，其中一个代表便是三角活动理论系

统

Sometimes this is hard and the

participants (the practitioners; e.g.

teachers) find it difficult!

有时候这非常难于实践并且参与者

（实践者，如老师）发现非常困难

This is probably partly due to the

challenge of seeing your own

situation with fresh eyes

一部分原因是因为用全新眼光看待

自己所处形势所带来的挑战

The organisation of a change laboratory

变革实验室的构造

The aims of the Change Laboratory sequence

变革实验室所含层级的目的

The sequence of Change Laboratories is to

stimulate expansive learning among

the practitioners (e.g. the teachers) who

participate

Expansive learning is a kind of learning

that enables people to overcome

given constraints and limitations; to

transform the conditions of their work

and to exceed current practices

Expansive learning is difficult to achieve

and unpredictable in nature. It involves

learning something that doesn’t

already exist. It is a ‘higher’ form of

learning.

变革实验室的层级是为了刺激参与的实践

者（老师）进行拓展性学习

拓展性学习是一种帮助人们克服外部限制

和制约的学习行为；它能改造工作的条件

从而超越当前的实践行为

拓展性学习很难去达成并且本质上来说是

不可预测的。因为它包含学习一些不存在

的事物。它是种更高形式的学习。

The Expansive Learning cycle

拓展性学习循环圈

1.质疑2a.历史分析2b.实证分析分析产生质疑的原因3.对新方法建模4.检验新模型5.实施新模型6.总结反思7.固化新实践行为循环

The importance of analysing contradictions

分析矛盾的重要性

When participants analyse data generated

from their current practice, the aim is to

enable them to see the contradictions

and conflicts that are preventing them

from changing their situations and

developing their practice

Analysing these contradictions is central

to overcoming them and to fulfilling a

cycle of expansive learning

Very often the contradictions are between

the ‘use-value’ and ‘exchange-value’

of certain actions

当参与者分析当前实践行为的数据的时

候，其目标是让他们看到矛盾和冲突。而

它们正是阻止他们改变形式和提升实践的

主要原因

分析这些矛盾是克服它们并且实现拓展性

学习循环的关键

这些矛盾经常处于特定行为的使用价值和

交换价值之间

Example: DETAIL project (Developing English Teaching)

例子：DETAIL计划（提升英语教学）

Conducted as part of the Oxford

Internship Scheme (pre-service

teacher education programme) over a

two-year period

Involved four secondary schools, four

student English teachers in each

school (16 total) and 40+ English

teachers

Each school chose its ‘problem of

practice’ and engaged in Change

Laboratories approximately every six

weeks over one school year

这个计划是牛津实习生计划的一部分

（实习教师培训项目），为期两年

包含四所中学，16名英语实习教师

（每个学校四名）和40+英语教师

每个学校选择自己的‘实践问题’并且在

一个学年里面以大约每六周一次的频

率参与变革实验室

Some data

一些数据

Episode 1 (lines 395 – 428)

VE It shouldn’t be unexpected. Teacher 1 I don’t think (.) I mean I know what you’re driving at, that’s an extreme, and there may be elements of that in some people, but I do think that the school, the department, more people than that would suggest see the value of being involved in initial teacher training for its own sake and will articulate that. Teacher 2 And I wouldn’t want that ( )Teacher 3 No but it’s an example] of tensions =

((laughter))= in the ways of

working and different ways of thinking about what an intern is.Teacher 4 Yeah and a lot of ( ) isn’t it, that they’re just an extra, not really part of us.

* Intern = student teacher

片段1（395-428行）维维埃利斯 这应该是意料之内的老师1我不这么认为。我的意思是我知道你们的用意是什么，那非常的极端。并且有些人有那样的想法，但我还是认为学校、部门、更多人会认为并表示为了自身利益应该参与职前教师培训。老师2我并不想要那样老师3我也不想要。但这是个非常好的体现工作方式矛盾以及不同方式思考一个实习教师是怎么样的例子老师4是啊，有很多矛盾不是吗。他们只是临时工并不是我们中的一份子

A tool – or a rule? What was the function of the ‘writing frame’?

工具还是规则？写作框架的作用是什么？

Recap: DWR as a formative intervention

回顾：用DWR来进行形成性干预

Collaboration between researchers

and partcipants (e.g. teachers) over

time

Intended to help participants

change the conditions in which they

work and improve their practice

Relies on the mediation of CHAT

and the analysis of contradictions

within and between activity

systems

研究者和参与者（老师）随着时间

的发展进行合作

目的是为了帮助参与者改变工作环

境并提升实践

依靠于CHAT的中介行为和活动系统

内部和活动系统之间矛盾的分析

Discussion

讨论

What kind of research is DWR? What kinds of new knowledge

does it produce for the researcher? What is the researcher

researching?

什么样的研究才能被称为DWR？它为研究者带来了什么新知识？研究者在

研究什么？

Next time

下一堂课

CLASS 5: Putting it all together - Designing research in teacher education课程五：知识拼合：教师教育研究设计

In the fifth and final class, we will draw together the material from the preceding classes and students will be asked to begin to design their own teacher education research project.

在第五堂也是最后一堂课中，我们将汇总前面所学课程的知识。学生们将被要求开始设计他们自己的教师教育研究课题。

Thank you!

谢谢

viv.ellis@kcl.ac.uk vivellis.org