摘要
新课程改革要求教师成为学习领导者,这首先要求教师成为自身学习的领导者。但在现实的改革情境中,教师究竟如何成为学习领导者?本研究以北京两所小学为个案,通过对校长、教学主任、骨干教师、普通教师等43人次的访谈,呈现了课程改革中教师成为学习领导者的不同发展路向,展现多重情境因素如何影响教师开展学习领导实践。研究发现,自上而下的改革为教师转变为学习领导者注入内在动力、提供变革契机,但同时,国家主导教师学习目标阻碍着初萌学习领导意识的教师成长为真正成熟的学习领导者。在自上而下的改革理路中,教师能否将个人能动性汇聚形成互惠的共同目标成为教师突破结构限制、成长为真正的学习领导者的关键所在。
The curriculum reform since 2001 required teachers being leaders of learning. Teachers should be the leaders of their own learning at first. But in the complex reform, it is unclear that how teachers becoming such leaders. This research took two primary schools in Beijing as cases, interviewed 43 teachers, subject leaders, and principals, and demonstrated different approaches of teachers on their way to be leaders of learning. The findings showed that, to transform teachers into such leaders, the up-down reform not only provided opportunities, but also been the obstacle for such transformation. In this paradox, the breakthrough comes from teachers converging their agency to form a reciprocal common goal, so as to break the confined structure and to become real, mature leaders of their own learning.
出处
《教师教育研究》
CSSCI
北大核心
2014年第1期86-91,共6页
Teacher Education Research
关键词
学习的领导
教师领导
教师学习
教研组
骨干教师
leadership for learning
teacher leadership
teacher learning
subject panel
backbone teacher
