行动研究促进教师专业发展——一位中学教师的案例研究  

Teacher Professional Development through Action Research: A Case Study

作　　者：周钧[1] 

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《教师教育研究》2014年第4期75-80,共6页Teacher Education Research

基　　金：教育部人文社会科学重点研究基地2011年重大项目(11JJD880038);北京市教育科学"十一五"规划2010年度课题(AIA10213)阶段成果

摘　　要：通过案例分析发现,经历了行动研究后,教师的教学观念和教学实践都会发生改变,这种改变包括了线性模式和动态模式;教师逐渐发展其领导力,带领教师团队实施校本课程改革;教师在实践中形成了反思的专业习惯,达到了批判性反思的水平,并以行动研究的方式去解决日常教学问题,研究与教学整合为一;行动研究能够促进合作式、学习型的教师文化的形成;同时,教师克服了职业倦怠,找到了工作的价值和意义。After conducting a 2-year action research, the teacher has changed her perspectives of teaching and learning, and practiced the new ideas in her classrooms. The teacher gradually developed instructional leadership and led the schoolbased curriculum reform. The teacher kept reflecting as a professional habitual performance, and tended to solve instructional problems through action research. The teacher tried to support the forming of collaborative and learning-enriched teacher culture. Meanwhile, the teacher overcame burnout and found the meaning of teaching.

关 键 词：行动研究 教师专业发展 反思 教师领导力 教师文化 

分 类 号：G650[文化科学—教育学]