教师教育实践共同体的运行要素与动力机制分析  

Analysis of Operational Elements and Dynamic Mechanism of Teacher Education Practice Community

作　　者：王慧[1] WANG Hui(Guangdong Second Normal University,Guangzhou 510303,China)

机构地区：[1]广东第二师范学院

出　　处：《黑龙江高教研究》2019年第11期79-82,共4页Heilongjiang Researches on Higher Education

基　　金：2018年广东省教育科研“十三五”规划课题“乡村中小学教师专业发展的政策工具选择研究——以广东省粤西粤北地区为例”(编号:2018GXJK128)研究成果之一

摘　　要：教师教育实践共同体是共同体及实践共同体概念在教师教育领域的应用,是促进职前职后教师教育一体化发展的有效形式。从提升高校师范生培养质量的视角,对教师教育实践共同体的共同领域、共同社区、共同实践等三大核心要素,以及相互的介入、共同的事业、共享的技艺库等三大实践要素进行分析,认为培育教师教育实践共同体的关键在于多元主体、目标驱动、资源建设、机制保障等方面的设计、认同和实施。The community of teacher education practice is the application of the concept of community and practice community in the field of teacher education,and it is an effective form to promote the integrated development of teacher education after pre-service.From the perspective of improving the quality of college students’training,we analyze three core elements of the common areas of teachers’education practice community,common community and common practice,as well as the three practical elements of mutual intervention,common career and shared skill information.The key to cultivating the community of teacher education practice lies in the design,identification and implementation of multiple subjects,goal-driven,resource construction and mechanism guarantee.

关 键 词：教师教育 实践共同体 运行要素 动力机制 

分 类 号：G645[文化科学—高等教育学]