实践共同体(CoPs)中教师学习的角色冲突与教师专业发展扎根理论研究  

Grounded Theory Research on Role Conflict of Teacher Learning and Teacher Professional Development in Communities of Practice(CoPs)

作　　者：黄晓林 黄秦安[2] HUANG Xiao-lin;HUANG Qin-an(School of Mathematics and Information Science,Shaanxi Normal University,Xian,Shaanxi,710119,China)

机构地区：[1]陕西师范大学数学与信息科学学院数学教育研究所,陕西西安710119 [2]陕西师范大学数学与信息科学学院,陕西西安710119

出　　处：《教师教育研究》2021年第1期86-92,共7页Teacher Education Research

基　　金：中央高校基本科研业务费专项资金资助(2019TS091)。

摘　　要：关注教师专业发展的重要方面是理解教师学习,对实践共同体(Co Ps)中教师学习的角色冲突与专业发展的质性研究能够描述和解释促进教师专业成长的过程和原因。研究借助对8名小学数学教师展开叙事访谈收集数据,使用质性分析软件ATLAS.ti8辅助资料分析,采用文献回顾延迟进行的方式建立扎根理论。文中聚焦的角色冲突是发生在教师实践共同体中的一种教师需要面对的真实困境,探讨了教师在学习活动中所经历的角色内冲突和角色间冲突下教师发展困境的诱因;教师角色协调中权威信任和权威服从行为作为突破困境的心理基础;理性对待外部认同是突破教师专业发展框架的重要驱动力;进一步讨论了角色冲突作为教师专业成长重要契机,并针对教师队伍建设提出建议。A significant aspect to pay attention to the teachers’professional development is to understand teacher learning.The qualitative researches on role conflict and professional development in teachers’learning processes in communities of practice(Co Ps)be able to describe and explain the process and factors that promote the teachers’professional development.In this study,the data was collected through narrative interviews with eight primary school mathematics teachers,analyzed by using the qualitative analysis software ATLAS.ti8,the grounded theory was established after a delayed literature review.The role conflicts which focused on by the researchers are real dilemmas for teachers in the communities of practice.In this paper,we explored the causes of the dilemmas of teachers’development among the intrarole conflict and interrole conflict that they have experienced in learning activities;the teachers’trust in authority and obedience to authority in role coordination are the psychological basis for them to breakthrough dilemmas;the rational ways to the identities which are given by others are significant driving forces for them to break through the framework of professional development were discussed.Furthermore,the role conflict is a kind of significant opportunity for teachers’professional growth,and some suggestions are put forward for the construction of the team of teachers.

关 键 词：实践共同体 教师学习 教师专业发展 扎根理论 

分 类 号：G451.2[文化科学—教育学]