摘要
实践性知识是教师真正信奉并在其教育教学实践中实际使用和表现出来的对教育教学的认识。以'研究旨趣'统摄研究立场、研究方法和研究价值的演进脉络,发现西方教师实践性知识研究自20世纪80年代发端以来,经历了分析-理性取向、个体-经验取向、实践-反思取向、社会-文化取向等四重旨趣变迁。关注教师实践性知识的整体系统性、动态生成性与社会文化性,将成为该领域未来研究的突破点,以此增强我们对教师工作及其专业属性的再认识。
Practical knowledge is authentically believed and enacted or performed by teachers in their teaching and educational activities.Adapting'research interest'to depict the transitional trace,this article finds that western studies on teacher practical knowledge have changed among four approaches,namely the analyticreasonable approach,the individual-experiential approach,the practical-reflective approach,and the socialcultural approach.The future research could focus on integral-systematicness,dynamic-generality,and social culturality of teacher practical knowledge,which will strengthen our re-understanding of teacher profession.
作者
魏戈
WEI Ge(College of Elementary Education,Capital Normal University,Beijing 100037)
出处
《比较教育研究》
CSSCI
北大核心
2019年第10期45-51,共7页
International and Comparative Education
基金
北京市教育委员会社科计划一般项目“北京市中小学教师实践性知识的发展现状与优化路径研究”(项目编号:SM201910028014)研究成果
关键词
教师知识
实践性知识
教师教育
研究旨趣
teacher knowledge
practical knowledge
teacher education
research interest
