当代西方“教师研究”思想的变迁及特征  

The Development and Features of Contemporary Western “Teacher Research” Thought

作　　者：陈思颖[1] 

机构地区：[1]杭州师范大学外国语学院,浙江杭州311121

出　　处：《教师发展研究》2017年第3期118-124,共7页Teacher Development Research

基　　金：教育部人文社会科学研究青年基金项目"二十世纪以来美国‘教师研究’思想的演进研究"(16YJC880004);2016年度浙江省社科联重点资助课题(2016N05Z);杭州市社科规划人才培育计划专项课题资助(2016RCZX21)

摘　　要：西方"教师研究"思想按其历史发展脉络主要呈现出三种代表性思想:课程开发视域下的"教师研究"思想主要致力于提高课堂教学有效性与校本课程开发,研究采用科学方法下的实验检验;专业发展视域下的"教师研究"思想致力于教师专业身份建构与教师知识建构,叙事研究等质性研究方法成为主流;社会探究视域下的"教师研究"思想致力于促进教师赋权增能与培养教师的探究意识,强调研究的批判态度。三种代表性思想反映出"教师研究"思想变迁中存在的共性特征,即教师在研究中的主体作用;教师研究在教师发展中的重要作用;教师研究与学术研究的差异性。The paper summarizes three representative thoughts of western ＂teacher research＂,which are curriculum development,professional development and critical social inquiry. The thought concerning curriculum development aims at improving teaching efficacy and school-based curriculum development by the way of scientific experiment. The thought concerning professional development aims at the construction of teachers＇ professional identity and teacher knowledge by qualitative methods such as narrative inquiry. The thought concerning critical social inquiry aims at teacher empowerment and cultivating inquiry awareness. The key features of the three representative thoughts of teacher research are teacher as the subject in research,the importance of teacher research in teacher development,and the difference between teacher research and academic research.

关 键 词：西方教师研究 课程开发 专业发展 社会探究 

分 类 号：G53[文化科学—教育学]