实践共同体:迈向教师专业身份认同新视野  

Communities of Practice: New Views of Teachers' Professional Identity

作　　者：李子建 邱德峰[1] 

机构地区：[1]西南大学教育学部

出　　处：《全球教育展望》2016年第5期102-111,共10页Global Education

基　　金：自治区普通高校人文社科重点研究基地新疆教师教育研究中心科研启动基金项目"教师专业身份的理解与认同"(项目编号:XJEDU040513A01)研究成果之一

摘　　要：教师专业身份认同的形成和发展是在特定情境下通过正式和非正式的学习而实现的,实践共同体(CoPs)为理解这种动态的发展提供了新的视角,在多元的实践共同体中,专家和新手通过"合法的边缘性参与(LPP)"成为充分的或边缘性参与者。实践共同体概念的演变对教师专业发展及身份认同亦有新的启示。培育实践共同体的关键在于减少基于成员背景的差异和偏见,使其成为专业知识工作者,同时利用科技将实践共同体转变为拥有良好知识管理机制的知识共同体。Teachers＇ professional identity forms and develops through formal and informal learning in specific environments and contexts and communities of practice（ Co Ps） offers a perspective for understanding its dynamic development. Both expert and novice teachers could become full and marginal members in multiple Co Ps through the processes of ＂Legitimate Peripheral Participation（ LPP） ＂as advocated by Lave and Wenger（ 1991）. The evolution of concepts associated with Co Ps offer new insights and implications for teachers＇ professional development and their search for professional identities. The keys of cultivating Co Ps are to reduce disparities and bias according to members＇ background so as to help them become professional knowledge workers as well as to make use of technology to help Co Ps as knowledge-building communities with good knowledge management mechanisms.

关 键 词：专业身份认同 实践共同体 合法的边缘性参与 

分 类 号：G451[文化科学—教育学]