Learning to track: How do teachers learn sorting practices?

被引：1
|
作者：
Cohen-Zamir, Avner [1 ]
机构：
[1] Ben Gurion Univ Negev, Dept Educ, IL-8410500 Beer Sheva, Israel
来源：
TEACHING AND TEACHER EDUCATION | 2021年 / 103卷
关键词：
Informal Learning; On-the-job learning; Tracking; Teacher learning; EXTENDED CASE METHOD; HIGH-SCHOOL; HIGHER-EDUCATION; COMMUNITIES; AUTONOMY; ISRAELI; CONTEXT;
D O I：
10.1016/j.tate.2021.103362
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article examines teachers' sorting practices in two Israeli secondary schools to understand how teachers learn on-the-job to sort their students into learning tracks and programs. Combining quantitative and micro-ethnographic discourse analysis, the article explores how teachers develop sorting strategies in professional settings that are designed for decision-making and not for learning, based on an analysis of 281 audio-recorded discussions during 12 student placement meetings. The article offers new insight into how teachers learn sorting practices by observing other teachers' modeling behavior and receiving feedback and develop strategies to cope with potential challenges to their own sorting decisions. (c) 2021 Elsevier Ltd. All rights reserved.
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页数：12
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