Модель впровадження педагогічних інновацій на основі легітимної периферійної участі педагогів у професійному навчанні
DOI:
https://doi.org/10.63437/3083-6433-2025-2(35)-16Ключові слова:
педагогічні інновації, дифузія інновацій, професійний розвиток педагогів, спільнота практики, легітимна периферійна участь, модель впровадженняАнотація
У статті обґрунтовано авторську модель впровадження педагогічних інновацій, побудовану на засадах теорії дифузії інновацій Е. Роджерса та концепції легітимної периферійної участі Ж. Лейв і Е. Венгера. Модель пояснює механізми поступового залучення педагогів до впровадження інновацій через участь у професійних спільнотах, наставництво та колегіальну підтримку, що створює умови для стійких змін в освітній практиці.
Кількість завантажень статті
Посилання
Використані літературні джерела
1. Rogers E. M. Diffusion of innovations. 5th ed. New York, 2003. 576 p.
2. Lave J., Wenger E. Situated learning: Legitimate peripheral participation. Cambridge, 1991. 139 p. URL: https://s3.amazonaws.com/arena-attachments/1301652/cb419d882cd5bb5286069675b449da38.pdf?1506793465. DOI: https://doi.org/10.1017/CBO9780511815355
3. Fisher V. F. Rogers’ diffusion theory in education: The implementation and sustained use of innovations introduced during staff development. Doctoral dissertation. Lincoln, 2005. URL: https://digitalcommons.unl.edu/dissertations/AAI3201767.
4. Harder A., Campbell J. Planned behavior change: An overview of the diffusion of innovations. Gainesville, 2017. URL: https://edis.ifas.ufl.edu/publication/WC089.
5. Hsiao C.-H. Legitimate peripheral participation and teacher identity formation among preservice teachers in TESOL practicums. Journal of Curriculum and Teaching. 2018. Vol. 7, No. 1. P. 64–80. DOI: https://doi.org/10.5430/jct.v7n1p64.
6. Kim M., Çavas B. Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice. Science Education International. 2013. Vol. 24, No. 3. P. 306–323. URL: https://files.eric.ed.gov/fulltext/EJ1022310.pdf.
7. Young D. Communities of practice: A professional development theory for the digital age. EdTech Magazine. 2018. December 14. URL: https://edtechmagazine.com/k12/article/2018/12/communities-practice-professional-development-theory-digital-age.
8. Sargent T. C. Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system. Comparative Education Review. 2015. Vol. 59, No. 1. P. 102–132. DOI: https://doi.org/10.1086/678358.
9. Hordemann G., Quek F. Mentorship and legitimate peripheral participation in the research laboratory. Proceedings of the IEEE Frontiers in Education Conference. Washington, 2024. P. 1–8. DOI: https://doi.org/10.1109/FIE61694.2024.10893022.
References
1. Rogers, E. M. (2003). Diffusion of innovations (5th ed.) [Diffusion of innovations]. New York, 576 p.
2. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation [Situated learning: Legitimate peripheral participation]. Cambridge, 139 p. Retrieved from: https://s3.amazonaws.com/arena-attachments/1301652/cb419d882cd5bb5286069675b449da38.pdf?1506793465. DOI: https://doi.org/10.1017/CBO9780511815355
3. Fisher, V. F. (2005). Rogers’ diffusion theory in education: The implementation and sustained use of innovations introduced during staff development [Rogers’ diffusion theory in education: The implementation and sustained use of innovations introduced during staff development] (Doctoral dissertation). Lincoln. Retrieved from: https://digitalcommons.unl.edu/dissertations/AAI3201767.
4. Harder, A., & Campbell, J. (2017). Planned behavior change: An overview of the diffusion of innovations [Planned behavior change: An overview of the diffusion of innovations]. Gainesville, Retrieved from: https://edis.ifas.ufl.edu/publication/WC089.
5. Hsiao, C.-H. (2018). Legitimate peripheral participation and teacher identity formation among preservice teachers in TESOL practicums [Legitimate peripheral participation and teacher identity formation among preservice teachers in TESOL practicums]. Journal of Curriculum and Teaching, 7(1), 64-80. DOI: https://doi.org/10.5430/jct.v7n1p64.
6. Kim, M., & Çavas, B. (2013). Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice [Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice]. Science Education International – Science Education International, 24(3), 306-323. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1022310.pdf.
7. Young, D. (2018, December 14). Communities of practice: A professional development theory for the digital age [Communities of practice: A professional development theory for the digital age]. EdTech Magazine. Retrieved from: https://edtechmagazine.com/k12/article/2018/12/communities-practice-professional-development-theory-digital-age.
8. Sargent, T. C. (2015). Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system [Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system]. Comparative Education Review. 59(1), 102-132. DOI: https://doi.org/10.1086/678358.
9. Hordemann, G., & Quek, F. (2024). Mentorship and legitimate peripheral participation in the research laboratory [Mentorship and legitimate peripheral participation in the research laboratory]. Washington, DC, 1-8. DOI: https://doi.org/10.1109/FIE61694.2024.10893022.
