什么是教师知识发展的最有用来源——对27项教师知识来源实证研究的元分析  

What Is the Most Important Source of Teachers’Knowledge Development——An Analysis of 27 Empirical Studies on Teachers’Knowledge Sources

作　　者：赵冬臣[1] 范良火 ZHAO Dongchen;FAN Lianghuo(School of Education,Harbin Normal University,Harbin,Heilongjiang 150025,China;School of Mathematical Science,East China Normal University,Shanghai 200241,China)

机构地区：[1]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025 [2]华东师范大学数学科学学院,上海200241

出　　处：《湖南师范大学教育科学学报》2020年第6期68-76,共9页Journal of Educational Science of Hunan Normal University

基　　金：华东师范大学亚洲数学教育中心科研启动基金[92900-120215-10514];教育部人文社会科学研究项目“基于同一概念框架的教师学科教学知识(PCK)多元测量工具研究”[18YJA880117]。

摘　　要：研究教师知识来源以及不同来源的重要性对促进教师知识发展具有重要意义。研究从方法和结果两个层面系统分析近二十年来国内外的27项教师知识来源的实证研究,结果显示:教师入职后的经历比职前教育和中小学教育包含更多的重要来源,教师自身经验与反思、同事之间的交流是教师知识发展的最重要来源;教育见习与实习是职前教育期间最重要的知识来源,而其他来源作用不明显;教师知识来源的作用受知识类型、学科、教育阶段等变量影响,并表现出一定程度的个体差异。以上结果证实了教师实践、反思、合作交流的重要性,也表明了改进职前教育的必要性。在研究方法层面,单类聚焦式和主题聚焦式的知识框架、精细的知识来源框架、多元数据收集、随机抽取被试,以及推断性统计分析可供未来研究借鉴参考。在调查教师知识来源的同时,未来研究应关注教师知识发展的心理与社会文化机制。Studying the sources of teachers’knowledge and the importance of different sources has significance for promoting teachers’knowledge development.This paper systematically analyzes 27 empirical studies on the sources of teachers’knowledge at home and abroad in the past 20 years from two aspects of methods and results.The results show that the in-service experience of teachers contains more important sources than the pre-service training and the primary and secondary education.Teachers’own experience and reflection,and the communication among colleagues are the most important sources of teachers’knowledge development.Educational probation and educational practice are the most important sources of knowledge during the pre-service education period,while the other sources are not very important.The role of teachers’knowledge source is affected by knowledge type,discipline,education stage and other variables,and shows a certain degree of individual differences.The results confirm the importance of teachers’practice,reflection,cooperation and communication,as well as the necessity of improving pre-service education.In the aspect of research method,future study are recommended to adopt"single-focus"and"topic-focused"knowledge frameworks,elaborate sources frameworks,multiple data collection,random sampling and inferential statistical analysis.Besides the source of teachers’knowledge,the psychological and socio-cultural mechanisms of teachers’knowledge development also need to be studied in the future.

关 键 词：教师知识 教师知识来源 教师专业发展 教师教育 实证研究 元分析 

分 类 号：G451.2[文化科学—教育学]