摘要
上世纪80年代以来教师持续性专业发展成为推动西方各国落实课程改革的重要力量。教师学习是实践专业发展的需要。在此改革语境下,教师学习政策实践与研究因循不同理论脉络分为基于标准的学习、基于个人专业发展的学习及基于学校的学习三种路向。本文据此开展述评,认为应拓展教师学习的理论视野,系统性整合不同路向的教师学习及专业变革更为关键。
The growth of educational reform in Western countries has called for a commitment to teacher learning in order to the changed teaching practices in the past three decades. In current reform efforts, three broad policy approaches that focus on teacher learning have been promoted as means for improving practice： standard-based strategies, development-based strategies, school-based strategies. These are overlapping ; however, each pursues a somewhat different logic as a support for teacher learning. The article concludes that the analysis should move from a concern with merely one kind of learning strate- gies to a conception of teacher learning and developing within a broader context of community, policy and profession. The reciprocal influences of three strategies may contribute for the future studies.
出处
《教师教育研究》
CSSCI
北大核心
2013年第1期91-96,共6页
Teacher Education Research
关键词
课程改革
教师学习
教师知识
curriculum reform
teacher learning
teacher knowledge
