教师学习:专业发展的替代性概念  

Teacher Learning:An Alternative Concept of Professional Development

作　　者：王凯[1] 

机构地区：[1]杭州师范大学教育科学学院,杭州310036

出　　处：《教育发展研究》2011年第2期58-61,75,共5页Research in Educational Development

基　　金：林正范教授主持的国家社会科学基金"十一五"规划2009年度教育学一般课题"基于生态取向教师发展观的教师学习方式变革研究"(BHA090026)的阶段性成果

摘　　要：上世纪九十年代以后,西方研究者们在批判教师专业发展概念的同时提出教师学习概念。教师学习逐渐成为教师教育研究中的主导性概念。概念的更替使得观念发生了转变,一种旨在促进学生有效学习,关注教师学习自主导向,强调工作场景中真实探究,以及倡导学校变革中的持续更新的教师学习观念正在逐渐形成。Since 1990s, westeru researchers have put forward the concept of teacher learning while criticizing teacher professional development. Teacher learning has begun to be the dominant concept in the researching field of teacher education. Concept alternating means the changing of ideas. A new conception of teacher learning has been forming, which means promoting students＂ valuable learning, paying close attention to self-directed teacher learning, emphasizing the authentic inquire in the workplace, and initiating the continuing self-renewal during the school change. It is significant to tackle the issues of civil teacher training and promote the dailization of teacher learning.

关 键 词：教师专业发展 教师学习 概念更替 

分 类 号：G451.1[文化科学—教育学]