摘要
教师教育者的专业水平直接影响着教师培养与培训质量。教师教育者群体很少能集理论与临床知识于一体,主要存在专业发展孤立、理论与实践脱节、身份认同不足等问题,致使教师教育低效。本研究致力于基于温格与恩格斯托姆的边界实践思想,突破教师教育者专业发展的封闭路径,构建跨越大、中小学教师教育者边界的学习共同体。跨界机制、共同体内成员责任共享与促进以及积极的学习与情感环境支持、外部制度与资源保障是构建其跨界专业学习共同体的关键要素。教师教育者跨界专业学习共同体的构建途径,分别寓于职前教师培养和在职教师培训的共同体中。跨界专业学习共同体的建立,促使大、中小学教师教育者横向专业知识融合、创新和情感理解与认同,进而引发他们认知重组和可能的教育实践变革。
The quality of teacher preparation and training is directly affected by the professional level of teacher educators.However,teacher educators can rarely integrate theoretical and clinical knowledge.There are problems such as isolated professional development,disconnection between theory and practice,and inadequate identity and so on,which leading to low efficiency of teacher education.Based on the Boundary Encounters thought of Wenger and Engstrom,this research is committed to breaking through the closed path of teacher educator professional development and constructing a learning community across the boundary of teacher educators in university,primary and secondary schools.The key elements to construct the professional learning community include cross-boundary mechanism,responsibility sharing and promotion of members in the community,positive learning and emotional environment support,external institutions and resources guarantee.The ways to construct the cross-boundary professional learning community of teacher educators lie in the community of pre-service teacher preparation and in-service teacher training respectively.The construction of the cross-boundary professional learning community promotes horizontal professional knowledge integration,innovation and emotional understanding and identity between teacher educators in university,primary and secondary schools,and leads to their cognitive reorganization and possible educational practice reform.
作者
戴伟芬
梁慧芳
Dai Weifen;Liang Huifang(College of Education,Central China Normal University.Wuhan 430079;College of Education,Jiangxi Normal University,Nanchang 330022)
出处
《教育发展研究》
CSSCI
北大核心
2022年第2期1-8,共8页
Research in Educational Development
基金
国家社会科学基金“十三五”规划课题“教育现代化进程中高质量乡村教师职前培养机制研究”(BIA180185)的部分成果。
关键词
教师教育者
专业学习共同体
跨界
边界实践
teacher educator
professional learning community
cross-boundary
boundary encounters
