回复评审意见 (Response to Review Result)

一般说来，由于论文评审采用的是匿名评审机制，评审员的意见还是比较客观公正的。 对于评审意见，我们要认真研读，仔细领会和研判评审员的意见，并对论文作出适当的修改。

对于小改的文章，评审意见会比较具体，具体到有的字或标点应如何修改等，对于这种具体的意见，修改起来会比较容易。
对于大改的文章，评审意见的前半部分一般会比较笼统抽象，可能是你的研究方法过于笼统，或内容分析不够具体，文献研究不够全面或有偏差等。后半部分可能也列出一些具体的文字修改意见。

对于比较笼统抽象的评审意见，我们要仔细领会意思，细想如何做出修改及回答评审的意见。如果感觉评审的意见不够合理，我们也要做出解释为什么不能接受评审的意见（但建议你们尽量不要这样做，除非你不想继续发表），但你可以在语气上尽量缓和一下，说名评审的意见是合理的，但是考虑到具体的那些因素，我们感觉还是保留原来的写法比较好，或稍作调整为...这样的写法往往可以被评审员接受。

具体回复评审意见时，还要注意：

1. 对每一条意见都要做出比较积极的回复：如感谢评审的建议，基于评审的建议，我们做了如下修改...
2. 在文中标出所做的修改：一般刊物要求修改时用不同颜色的文章标注出新增加或修改的内容；
3. 专门附上一个文件，把评审的意见逐条列出，也把所做的修改写清楚；
4. 一定要领会评审的意见，不要所答非所问；

下面给一个实例，阐述如何回复评审意见的。黑字是评审的意见，红字是作者的回复。

Reviewer(s)' Comments to Author:

 Reviewer: 1

Comments to the Author

This reports on an interesting and relevant use of technology to support teachers' professional development in a school in China. It is certainly topical and of interest to international audiences, and the findings are presented clearly.

 There needs to be some explanation of how this research came to be carried out - who sponsored/permitted this to happen?

The school leaders want to know if the online CoP is useful. The 2nd author is the school vice principal. He initiates this study.

 

To be ready for publication, the author needs to engage further with some key theoretical aspects of the terms referred to. Two in particular need to be developed:

 1. Teachers' professional development (PD) is referred to here mostly as lesson planning and resource sharing. There is no acknowledgement that this is a rather limited conceptualisation of PD. There needs to be some  discussion around the transformational aspects of PD, in terms of deep understanding of learning and teaching, professional role and identity. This needs to be acknowledged even though the research was not exploring this - they are key aspects which help to place boundaries around what exactly is being expored in the article. Concepts of PD appear to be related mostly to increased competence in skills and expanding subject knowledge. It is suggested that pedagogical shift happened, but we are not given any details and are left without an indication of how important this is from the researcher's point of view.

 Thanks. The term of transformational change is now added to the conceptual framework and also separated as a research question. It is also discussed in the last section.

 

How does the choice to give teachers laptops for personal use relate to ideas about how teachers learn to use technologies for pedagogical development, and to ideas about real -world technologies being important in teachers' PD?

 This is mainly to promote more frequent and flexible use of technologies as they can use it anytime anywhere. This is now mentioned in the context section, on p4.

 

2. The concept of 'online' CoPs needs to be discussed. At the moment, these are conflated with off-line CoPs and there is a lot to acknowledge here in treating this as a CoP. There is a lot of literature about online CoPs and this ought to be acknowledged.

 The term ‘online CoP’ is introduced on P3 and it benefits are supported by some literature. After this point, the term of ‘online CoP’ or ‘online community’ is used to refer to the virtual platform used in this study.

 

In addition, there needs to be some critical analysis of what is meant by the concept of a 'research-learning community' - what related theoretical ideas/ concepts are brought together in this and how does that work?

This section is removed         

 

Several aspects of the article need further exploration/analysis.

 

p. 5 ll. 25-52  We need more detail/examples of what is meant by 'certain topics'

This section is removed

 

p. 9. The shift in teacher appraisal away from student learning outcomes is very interesting - how does this link to theorisation about PD and what constitutes professional knowledge and understanding?

 

This is useful for building a more positive relationship among teachers as it encourages collaboration. Positive relationship is relevant to the 2^nd component (which is community) of CoP. This is highlighted on P8.

 

p. 13 ll. 19-22 There are some crucial findings here about changed pedagogies and the use of technology. We need to hear more about this - the transformational PD that seems to have happened. This is important to substantiate the claim which follows about the online community being effective for PD.  l. 28 - be careful with the word 'proves....'   The author needs to acknowledge that the terms 'joint enterprise' and 'mutual engagement' are from Wenger...!

 

Some qualitative data from invited teachers’ responses are added to elaborate on the changes.

 

In general, there needs to be rigorous proof-reading of the writing, especially regarding use of on/of/in.

We did our best to polish the writing