不同教研活动样态中的新手教师学习:基于专业发展系统视域  

Novice Teacher Learning in Different Teaching and Research Activities:Based on the Perspective of Professional Development System

作　　者：朱梦华 ZHU Meng-hua(College of Education,Shanghai Normal University,Shanghai,200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《教师教育研究》2021年第4期86-91,114,共7页Teacher Education Research

基　　金：全国教育科学“十三五”规划2017年度教育部青年项目(EDA170431)。

摘　　要：教研活动作为中国特色的教师专业发展活动,为新手教师学习提供了宝贵资源。基于教师专业发展系统要素理论,本研究以上海市三所学校的新手教师为个案,探究其如何在不同教研活动样态中学习。研究发现,三所学校分别呈现出三种教研活动样态:校本探索为主导、校际联合为主导、专家引领为主导。不同样态中新手教师专业发展的制度情境与互动情境具有差异性,在不同促进者的作用下呈现出独特的学习路径。本研究的发现有助于深入理解新手教师学习发生的情境特征,为优化校本、区域、跨界的教师专业发展活动,增强学习活动、促进者、新手教师之间的匹配性,激发教师个体学习潜能提供了实证研究基础。同时为新教师入职教育制度改进明确了方向。As a professional development activity for teachers with Chinese characteristics,teaching and research activities provide treasure learning resources for novice teachers.Based on the theory of professional development system,this case study conducted in-depth interviews with novice teachers from three schools in Shanghai to explore how they learn in different teaching and research activities.Findings show the schools exhibited three patterns of teaching and research activities:leading by school-based explorations,leading by inter-school alliances,and leading by experts.There are differences between the institutional context and the interactive context of the professional development of novice teachers,presenting unique learning paths under the influence of different facilitators.The findings of this research help to understand the contextual characteristics of novice teacher learning in depth.Besides,it also provides empirical evidence for optimizing school-based,regional,and boundary-crossing teacher professional development activities,enhancing the matching between learning activities,facilitators,and novice teachers,and inspiring teachers’potentials to learn.At the same time,it clarified the direction for the improvement of the teacher induction education system.

关 键 词：教研活动 教师学习 新手教师 专业发展系统 

分 类 号：G451.2[文化科学—教育学]