实践共同体:初任幼儿教师专业发展的有效路径  

Community of Practice: An Effective Way of Professional Development for Beginning Preschool Teachers

作　　者：王一雯[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《湖北第二师范学院学报》2016年第9期85-89,共5页Journal of Hubei University of Education

摘　　要：初任幼儿教师的专业成长属于教师职业生涯的起始阶段,建立幼儿教师实践共同体是促进其专业成长的有效路径之一。实践共同体可以为初任幼儿教师的专业成长提供生成实践智慧的资源支撑,提供实现职业认同的合理契机,提供构建专业身份的开放场域,提供促进自我反思的现实参照。建立促进初任幼儿教师专业发展的实践共同体,需要培育相互关照的合作文化,搭建多元化的支撑性平台,形成专家引领的学习机制,建立科学的发展性评价制度。Beginning preschool teachers＇ professional growth belongs to the initial stage of teacher career,therefore the establishment of early childhood teachers in ＂communities of practice＂is one of the effective way to promote the their professional growth. Because for beginning preschool teachers＇ professional development,the community of practice can provide resources for generating practice wisdom,provide reasonable opportunity for professional identity,offer the open field to build the professional identity and promote reality reference to self reflection. Therefore it is necessary to establish the community of practice that promotes the professional development for beginning kindergarten teachers,which requires： to cultivate the cooperative culture aiming at taking care of each other,to build diversified supporting platform,to formulate the learning mechanism led by experts and to establish a scientific evaluation system.

关 键 词：初任幼儿教师 实践共同体 专业发展 路径 

分 类 号：G451[文化科学—教育学]