摘要
教师轮岗交流政策为增强不同学校教师之间的交流学习、促进教师专业发展提供了重要契机。基于实践共同体的视角,研究发现当下轮岗教师至少可划分为四种类型:领导者、"适应者"、"服从者"与"局外人"。而充分发挥轮岗教师的积极作用,则需轮岗教师渐次由"局外人"、"服从者"、适应者成为领导者。因此,在轮岗交流中可以将对校际学生差异的分析作为教师发展的重要依托点,注重为轮岗教师创设支持性与信任的环境,在政策设计中适当淡化轮岗教师"支援"的标签,激发轮岗教师参与的内部动机,以促成轮岗教师上述角色的变化。
Teacher rotational policy provides an important opportunity to enhance mutual learning and professional development for teachers from different schools. Based on the perspective of community of practice, this study finds that the rotational teachers could be classified into four types, namely, leaders, adapters, followers and outsiders. To bring the potential of rotational teachers into full play, it needs to transform their roles from the outsiders, followers and adapters into teacher leaders gradually. Therefore, in order to realize the role transformation of rotational teachers, the input school could regard the analysis of diversity of students as the important basement for teacher development and pay more attention to create a supportive and trust environment for rotational teachers. The policy designers should also weaken the＂helping＂labels appropriately and then stimulate the internal motivation of rotational teachers to participate.
作者
宋萍萍
黎万红
Song Pingping;Li Wanhong(Faculty of Education, The Chinese University of Hong Kon)
出处
《教育发展研究》
CSSCI
北大核心
2018年第4期45-50,共6页
Research in Educational Development
基金
教育部人文社会科学重点研究基地项目"城乡教育一体化建设脉络下校长和教师流动途径
机制和成效研究"(14JJD880001)的阶段性成果
北京师范大学-香港教育大学"教师研究与发展项目"对本文的支持
关键词
轮岗教师
专业发展
实践共同体
实证研究
rotational teachers, professional development, community of practice, empirical study
