桎梏、追问与消释:教师专业发展共同体文化探析  

Shackles,Questioning and Digestion:The Analysis of Teachers' Professional Development Community Culture

作　　者：张宪冰[1] 刘仲丽 张蓓蓓[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024 [2]重庆幼儿师范高等专科学校,重庆404100

出　　处：《教育理论与实践》2016年第10期36-39,共4页Theory and Practice of Education

基　　金：全国教育科学"十二五"规划教育部重点课题<农村学前教育公共服务体系建构机制研究>(课题编号:DHA130255)的研究成果之一

摘　　要：教师专业发展共同体文化是一种共融、共生、共进的文化,作为学校文化的重要组成部分,其对教师专业发展具有极大的促进作用。然而,教师专业发展共同体文化在发展中存在学校愿景与个人愿景不相一致、学校领导与教师缺乏平等对话和教师群体缺少思想共享等困境,这些困境的产生受到教师内部因素和外部环境因素的交互影响,可以通过以教师素质提升为主线,保障教师专业发展共同体文化发展条件等策略予以消释。Teachers＇ professional development community culture is harmony,symbiotic and common progressive. As the important part of school culture,it can greatly promote the teachers＇ professional development. However there exists some problems such as the school visions aren＇t consistent with personal visions,the leaders lack equal dialogue with teachers and the teachers lack idea sharing. These problems are affected mutually by the internal and external factors. It is important to improve the quality of teachers and strengthen the condition security.

关 键 词：教师专业发展 共同体 教师素质 

分 类 号：G451.2[文化科学—教育学]