教师专业知识景观:理论基础、内涵与研究进展  

Teachers Professional Knowledge Landscape:Theoretical Basis,Connotation,and Trend in Research

作　　者：朱园园 ZHU Yuanyuan

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《比较教育学报》2020年第6期108-119,共12页Journal of Comparative Education

基　　金：加拿大人文社会科学基金会(SSHRC)资助项目“中国——加拿大教师教育与学校教育的互惠学习研究”(项目编号:No.895-2012-1011)阶段性成果;华东师范大学教育学部科研基金项目(项目编号:ECNUFOE2019ZD107)。

摘　　要：教师专业知识景观是阐释教师专业知识形成和塑造的背景,思考教师专业成长环境的空间、地点和时间性的一个重要隐喻概念。在教师专业知识景观中,教师是教育专业实践的叙事主体,叙事性的知识,即教师个人的实践知识,成为这一景观下的重要知识状态。自1995年被叙事探究的创始人康纳利和克兰迪宁首次提出以来,教师专业知识景观在二十多年的研究发展中生成了一系列的重要相关概念,已然成为探究教师生活和个人实践知识的综合性、叙事性的视角。本文通过介绍该概念提出的理论背景、内涵和研究进展,以期为我国教师知识相关研究提供一些启发。Teachers'professional knowledge landscape is an important metaphorical concept to explain"how the teachers' professional knowledge developed and shaped",and to think about the space,place and timeliness of teachers' professional growth environment.Inteachers' professional knowledge landscapes,teachers*narrative their professional practice.The narrative knowledge,that is,t*eachers personal practical knowledge,become the knowledge state under this landscape.Since the first put forward by Connelly and Clandinin in 1995,the founders of narrative inquiry,teachers*professional knowledge landscape has been developing in more than two decades.A series of important related concepts have been generated,which has become a comprehensive and narrative perspective to explore teachers' lives and personal practical knowledge.By introducing the theoretical background,connotation and trend in research of such concepts,we hope to provide some inspiration for the research of teachers' knowledge in China.

关 键 词：教师知识 个人实践知识 专业知识景观 

分 类 号：G451[文化科学—教育学]