摘要
“建设高素质专业化创新型教师队伍”成为新时代我国实现教育现代化的战略任务之一,这对中小学教师综合素养的提升和角色身份的转化提出了新要求。研究基于长三角地区苏堤小学的“学者型教师培养与发展”项目,通过质性研究的方法,凝练与阐释了学者型教师的实践素养和发展机制。研究发现,学者型教师的实践素养包括自觉与担当的角色认知和身份认同、变革与创新的教育教学意识理念、知与行合一提升专业素养的方法策略。中小学学者型教师具有“自反性”的专业发展机制,这一机制以自我对抗的意识和自我革命的信念为基础,通过“抽离—重组”的知识生产方式,发展出一种“研究—实践”双向建构和循环穿梭的自主自觉的专业发展模式。
The team construction of high-quality,professional and innovative teachers has been one of the significant strategic tasks for China's educational modernization in the new era,which puts forward new requirements for primary and secondary school teachers to develop their comprehensive quality,and to switch their professional role.Based on the project of The Cultivation and Development of Teacher as Scholar in Sudi Primary School,this study constructs and interprets the practical literacy and development mechanism of the teacher as scholar through qualitative research method.It is found that the practical literacy of the teacher as scholar involves the role identity of self-consciousness and responsibility,the vision of self-transformation and innovation,and the strategy of the unity of theoretical knowledge and practical action.Moreover,there is a professional development mechanism of“reflexivity”embodied in the teacher as scholar,which is set on the basis of a consciousness of self-confrontation and self-revolution,and develops a mutual-constructive“research-practice relationships”and a circular-promotive self-development through a“dissociation-recombination”mode of knowledge production.
作者
汤博闻
朱志勇
阮琳燕
郝少毅
TANG Bowen;ZHU Zhiyong;RUAN Linyan;HAO Shaoyi(Faculty of Education,Beijing Normal University,Beijing 100875,China;Teachers’College,Beijing Union University,Beijing 100101,China;School of Education and Psychology,Tianjin University of Sport,Tianjin 301617,China)
出处
《教育学报》
CSSCI
北大核心
2024年第5期87-99,共13页
Journal of Educational Studies
关键词
学者型教师
自反性
教师专业发展
教师反思
teacher as scholar
reflexivity
teacher’s professional development
teacher’s reflection
