中西方教师专业学习共同体的差异:跨文化比较的视角  

Differences of Professional Learning Communities in the East and West:A Cross Culture Perspective

作　　者：郑鑫[1] 张佳[1] 

机构地区：[1]香港中文大学教育学院,香港999077

出　　处：《外国教育研究》2015年第8期83-94,共12页Studies in Foreign Education

摘　　要：借鉴霍夫斯泰德的三个国家文化维度,即权力距离、个人主义/集体主义、长期定向与短期定向,从愿景与目标、教师集体学习与合作、支持的领导三个要素上去分析中西方专业学习共同体的文化差异,可以看到,中西方教师学习共同体有着相似的概念特征,但由于国家文化间的差异,学习共同体在实践特点与表现上都存在明显的区别。Employing Geert Hofstede＇s three national culture dimensions： power dis-tance,collectivism/individualism,long-term orientation/short-term orientation,this paperanalyzed the cultural difference of teachers＇ professional learning communities（PLCs）be-tween China's Mainland and western countries. Three elements of PLCs were reviewed： com-munity goals and visions,collective learning and collaboration among teachers,supportiveleadership. The findings revealed that different features,forms,values,meanings were pre-sented in all three aspects of PLCs of the two culture systems. Further suggestions of PLCsresearch in China's Mainland were discussed.

关 键 词：教师 学习共同体 跨文化 霍夫斯泰德 教师发展 

分 类 号：G451[文化科学—教育学]