技术、解放与实践: 教师专业发展研究的元教育学分析  

Technology,Liberation and Practice:A Meta-pedagogical Analysis of Research on Teacher Professional Development

作　　者：窦荣军 胡啸天 黄健[1] Dou Rongjun;Hu Xiaotian;Huang Jian

机构地区：[1]华东师范大学,上海200062 [2]上海海关学院,上海201204

出　　处：《国家教育行政学院学报》2020年第9期70-77,共8页Journal of National Academy of Education Administration

基　　金：2019-2020年度海关教育科研课题研究“新时代海关人才国际化培养方式创新研究”(2312516K1901)。

摘　　要：教师专业发展是教育研究的重要领域。从认识论和行动观的视角,分析教师专业发展的理论范畴,能够厘清教师专业发展的基本问题。研究整合出三种基本的研究范式:实证-分析范式、行动-批判范式和社会-文化范式。这三种范式代表了不同的哲学取向和认识论取向,并与具体的专业实践取向有着密切联系,体现出教师专业发展研究纷繁复杂的图景。教师专业发展研究的元教育学分析指向了教师专业发展实践中存在的“获得模式”、“参与模式”和“拓展模式”。基于社会-文化范式的“拓展模式”正引起研究者和实践者的重视,代表了教师专业发展的新趋势。Teacher professional development is a significant research area in education studies.From the perspectives of epistemology and action,the theoretical categories of teacher professional development can be analyzed to clarify the fundamental problems of teacher professional development.This research investigates three basic research paradigms:empirical-analytic paradigm,action-critical paradigm,and social-cultural paradigm.These three paradigms represent multiple philosophical and epistemological orientations and are scrupulously related to specific professional practice,reflecting the complex landscape of teacher professional development studies.Furthermore,The meta-pedagogical analysis points to the “acquisition pattern”,“participation pattern”,and “expansion pattern” in the practice of teacher professional development.The“expansion pattern”based on the social-cultural paradigm is attracting researchers and practitioners'attention and represents a new trend in teacher professional development.

关 键 词：教师专业发展 研究范式 实证-分析 行动-批判 社会-文化 

分 类 号：G451[文化科学—教育学]