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?
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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'
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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 2nd 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
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