芬兰教师入职教育中的同伴小组指导:理论、模式、条件与效果  

Peer-group Mentoring in Teacher Induction in Finland:Theories,Model,Prerequisites and Effects

作　　者：张晓光[1] ZHANG Xiaoguang(National Institute of Education Sciences,Beijing 100088)

机构地区：[1]中国教育科学研究院国际与比较教育研究所,北京100088

出　　处：《比较教育研究》2020年第8期89-96,共8页International and Comparative Education

基　　金：中国教育科学研究院基本科研业务费专项资金项目“芬兰初任教师入职教育研究”(项目批准号:GYC2018008)研究成果。

摘　　要：初任教师阶段是教师专业成长的关键期。芬兰采用同伴小组指导的模式对初任教师进行入职教育,基于建构主义、研究性反思、学习共同体等理论基础,形成了"小组形成-风暴阶段-一致化阶段-结束阶段"四个阶段、以非正式教育形式与主题深度理解相融合为路径、以同伴对话和合作反思为要素的实践模式。芬兰为保障该模式的有效运行,明晰了指导者角色、对其进行相应培训,并正确处理信任与控制、合作与评价、指导与辅导这三对关系。芬兰同伴小组指导将教师入职教育置于教师专业发展的连续体上,有效整合了正式教育与非正式教育,促成了默会知识的表达和合作文化的形成,培养了反思团队,促进了教师的专业成长。The beginning stage of novice teachers is a key period for teachers’professional development.Peer-group mentoring(PGM)model is adopted in teacher induction in Finland which includes four stages,one approach and two components based on the theories of constructivism,research-based reflection and learning community.The four stages include forming,storming,norming and performing,as well as adjourning.One approach means integration of informal education format with deep understanding of themes.Two components stand for peer dialogue and collaborative reflection.In order to ensure the operation of PGM model,mentor’s role is specified and mentor training is carried out.At the same time,the relationship between trust and control,cooperation and evaluation,as well as mentoring and tutoring is clarified.Peer-group mentoring model regards teacher induction in the continuum of teacher education and enhances teachers’professional development through integrating formal and informal education,enhancing transfer of tacit knowledge,forming cooperative culture and developing reflective teams.

关 键 词：同伴小组指导 教师入职教育 芬兰 

分 类 号：G659.531[文化科学—教育学]