亚太计算机教育应用协会 (APSCE) 第19届年会 (http://apsce.net/Default.aspx): 国际计算机教育应用大会（ICCE）于 2011年11月28日-12月2日在泰国清迈召开 (http://www.nectec.or.th/icce2011/)。南京大学教育研究院张宝辉教授做会议长文章报告（长文章的录取率为 39/244, 还有短文章和壁报）。他报告的题目是：在无缝学习的设计研究中如何促进可持续的教师转变 (Promoting Sustainable Teacher Change during Design Research on Seamless Learning)。报告的内容是张宝辉教授和他在新加坡团队的同事们合作的系列成果之一。张宝辉教授在泰国期间还顺访了联合国教科文组织（UNESCO）在曼谷的教育技术推广办公室并讨论合作研究事宜。作为国际学习科学学会（ISLS）会员委员会的代表，他还和APSCE的主要负责人商讨了如何在这两个相关学会进一步建立合作关系并取得了一些进展。 参加这次国际会议的300多名代表分别来自32个国家和地区。张宝辉教授是来自中国大陆的三个代表之一。下图为张教授作报告：
张宝辉教授的报告摘要如下：
Abstract：
Design research has been the major methodology when learning sciences researchers design and implement interventions to bring education change in schools. However, how to promote systematic and sustainable change in design research remains a big challenge. The study is part of a three-year project that brought a seamless learning innovation to transform primary three (P3) and four science learning. During the first year enactment, we had one teacher and one P3 experimental class. We followed the same teacher and class to Primary four. Another teacher and experimental class joined the project at P4. Audio/video recordings of teacher-researcher weekly meetings, research team weekly meeting minutes, selected audio/video recordings of science lessons and field notes, teacher reflection and interview audios, and student artefacts were collected over about three years of time. We identified teacher to be the major agency for sustainable education change. We apply a Structure/Agency framework and a teacher qualification model when describing and analyzing teacher learning and teacher change during the seamless learning project. Our results showed teacher knowledge, belief, and practice change was facilitated and constrained by the school environment and the change was not of the same pace and synchronized but affected by each other. The paper provides empirical data and analytical framework for teacher change in design research context.
Keywords: Teacher learning; teacher change, Seamless learning, primary science; Structure/Agency
