教育变革中教师合作的中英比较  

A Comparative Study of Teacher Collaboration in Shanghai and England in Educational Reforms

作　　者：曾艳[1] 杨帆[1] 吕杰昕[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《教师发展研究》2017年第3期28-35,共8页Teacher Development Research

基　　金：教育部人文社会科学研究青年基金项目"中小学名师工程与教师发展:基于教师领导理论的视角"(14YJC880105)

摘　　要：受新公共管理运动的影响,当前教育改革中的教师合作常常被用做推动教师发展与学校改进的政策工具,表现出受外部管控等特点。本研究以上海和英格兰地区的教师合作为例,探讨政策管控干预程度、方式不同的教育改革中教师合作的多种实践形式与效果。基于混合研究的方法策略,比较了两个地区的教师合作形式、合作内容、合作效果、动机需求、资深教师角色、影响因素等方面的特点与差异。研究发现:基于教育制度、文化传统、政策背景等方面的差异,两个地区中教育政策为教师安排的合作形式具有不同的特点;就效果而言,上海的教师合作兼具功能性与态度性的教师发展取向,英格兰的教师合作主要表现为功能性发展取向;教师合作中的专业自主与教师发展之间呈现出复杂关联,较大的自主空间并不必然带来深层教师发展,较多的外部干预也不必然限制教师发展。Under the influence of the New Public Management, the current teacher collaboration is often employed as a policy instrument to promote teacher development and school reform, and teacher collaboration is usually under the control of external agencies. The research explores the practice and purpose of teacher col-laboration as a form of PLD in schools in Shanghai and England. Based on the theory of mixed methods research,the research compares the form, content,effect,motive,role of senior teachers and influencing factors of teacher collaboration in Shanghai and England. It finds that teacher collaborations in Shanghai and England are conducted in different forms because of different educational systems, cultural traditions and policies. In terms of effect, teacher collaboration in Shanghai is conducted both in functional and attitudinal o-rientations in teacher development, but teacher collaboration in England is mainly conducted in functional ori-entation. The connection between professional autonomy and teacher development in teacher collaboration is complex. Bigger autonomous space does not inevitably promote teacher development, and more external interference does not inevitably restrict teacher development.

关 键 词：教师合作 教师政策 教师专业发展 教师学习 上海 英格兰 

分 类 号：G513.3[文化科学—教育学]