名校集团化办学中教师专业发展的机遇与挑战--基于组织边界的分析视角  

Opportunities and Challenges of Teacher Professional Development within Education Group-Based on Theory of Organization Boundary

作　　者：辛雅 靳雪娇 XIN Ya;JIN Xue-jiao(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《林区教学》2022年第10期121-124,共4页Teaching of Forestry Region

摘　　要：名校集团化办学作为一种跨边界组织,实现了不同层次、水平的学校结合,使校际间物理边界共融共通、价值观念重组统一、身份意识解构重构,催生出校际间合作交流的教师专业发展共同体,为教师获得外部的专业知识开辟途径,增强教师的专业发展意识,促进“教师领导者”产生。但是集团内教师专业发展仍然面临边界意识阻碍教师融合的深度和广度,缺乏有效的教师专业发展的集团组织结构和保障机制等难题。因此集团内要积极创设促进教师专业发展的合作性组织文化,同时完善“专业取向”的学术管理组织机构,建立健全教师专业发展的保障机制,发挥集团化办学优势,引领教师专业发展。As a kind of cross-border organization,education group realizes the combination of schools of different levels,which enables physical boundaries coupling,educational values sharing and identity consciousness reconstruction between schools.This promotes to teachers'cooperation and mobilization between schools and gives rise to the professional development of teachers community.Meanwhile,education group is beneficial to teachers to acquire professional knowledge and enhance their sense of professional development and cultivate“teacher leaders”.However,teachers'professional development within the group still faces challenges such as boundary awareness that hinders the depth and breadth of teachers'collaboration,and the lack of effective group organizational structure.Therefore,the group should actively create a cooperative culture and improve the profession-oriented academic management organization and establish a sound guarantee mechanism for teachers'professional development so as to give play to the advantages of group education and lead the professional development of teachers.

关 键 词：集团化办学 组织边界 组织间关系 跨界团队 教师专业发展 

分 类 号：G521[文化科学—教育学]