| 集团校教师专业发展机理的质性研究 |
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| 作者姓名： | 罗英 徐文彬 |
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| 作者单位： | 天津师范大学 教育学部,天津300387,南京师范大学 课程与教学研究所,江苏 南京210097 |
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| 基金项目： | 中国博士后科学基金第69批面上资助项目(2O21M692405)。 |
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| 摘 要： | 集团化办学现已成为各地推进教育优质均衡发展的主要抓手,而促进集团校教师专业发展亦将成为建设高素质教师队伍的关键。采用个案研究的方式实地考察了江苏省一所集团化小学的教师专业发展状况,研究结果显示:行政力量、多元文化价值和人格魅力是影响集团校教师专业发展的主要因素,这些因素促成教师在观念、实践方面的转变及学生在课堂学习中的转变。以“教师转变”为核心的教师专业发展的生成机理为:中介变量支持教师转变、“双环”驱动教师转变和规则因素全程影响教师转变。依此,集团校教师要融入学校文化生态,增强在诸多规则间的判断力,实现自身的转变;学校要把脉教师专业发展状况,促进各校区间的沟通,为教师转变营造良好的生态环境。
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| 关 键 词： | 集团校 集团化办学 教师专业发展 教师转变 质性研究 |
A Qualitative Study of the Mechanism of Teachers' Professional Development in Group-run Schools |
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| Authors: | LUO Ying XU Wen-bin |
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| Institution: | (Faculty of Education,Tianjin Normal University,Tianjin 300387,China;Institute of Curriculum and Instruction,Nanjing Normal University,Nanjing Jiangsu 210097,China) |
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| Abstract: | Group-based school running has become the main starting point for promoting the balanced development of high-quality education in various places,and promoting the high-quality development of teachers in group-run schools will also become the key to constructing the high-quality teaching staff.With the method of case study,an on-the-spot investigation has been conducted to find out the professional development of teachers in a group-run primary school in Jiangsu Province,and it finds that the administrative power,multicultural values and personality charm are the factors that influence teachers’professional development.These factors contribute to the transformation of teachers’concept and practice and the transformation of students’learning in classroom.The generative mechanism of teachers’professional development with“teachers’transformation”as the core is that the mediating variables support teachers’transformation,the“double loops”drive teachers’transformation,and the rules affect teachers’transformation throughout the whole process.Among them,special attention should be paid to the interaction between the internal cognitive process of teachers’transformation and the external supporting environment.Accordingly,teachers in group-run schools should integrate into the school cultural ecology,enhance their judgment among many rules,and realize their own transformation;schools should monitor the status of teachers’professional development,promote communication among campuses,and create a good ecological environment for teachers’transformation. |
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| Keywords: | group-run school group-based school running teacher’s professional development teacher’s transformation qualitative study |
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