连接与再情境化:校际专业学习共同体中教师学习的机制  

Linkage and Recontextualization:Mechanisms of Teacher Learning in Inter-School Professional Learning Communities

作　　者：方征[1] 陈厚余 陈超 Fang Zheng;Chen Houyu;Chen Chao(School of Education,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《现代教育论丛》2023年第1期30-40,共11页Modern Education Review

基　　金：国家社会科学基金教育学一般课题“新时代教育公平视角下基础教育集团办学质量评估模型与监测研究”(BFA210069)。

摘　　要：如何在校际合作中推进专业学习共同体以促进教师学习,是教师专业发展研究重要方向。本研究通过质性研究方法,分析校际专业学习共同体中教师学习机制。基础教育集团是中国语境下的一种校际合作形式,研究以A集团的校际专业学习共同体作为案例,数据来源包括对样本集团40名教职工的访谈及集团内外部的文本资料。研究发现,边界物和跨界者是校际专业学习共同体中教师跨界学习的中介,而连接和再情境化是借助中介使教师学习发生的机制:连接强调跨界者和边界物相互连接,跨界者以边界物为载体,边界物被跨界者开发和使用;再情境化强调在校际互动中支持跨情境识别和协商,校际、学科间以及层级间的差异促进了教师的多元跨界学习。How to promote professional learning communities in inter-school collaboration in order to facilitate teacher learning is an important direction for teacher professional development research.The study aims to analyze the mechanisms of teacher learning in inter-school professional learning communities through qualitative research methods.Basic Education Groups are a form of inter-school collaboration in the Chinese context,and the Inter-School Professional Learning Community of Group A was selected as the case for this study.We used interviews with 40 staff members and artefacts(inside and outside the Education Group)for data collection.This study found that boundary objects and boundary crossers mediated teachers’learning across borders in inter-school professional learning communities and that linkage and recontextualization were the mechanisms that enabled teacher learning to take place with the help of mediators.Linkage emphasizes that boundary crossers and boundary objects were connected to each other,that boundary crossers used boundary objects as vehicles,and that boundary objects were developed and used by boundary crossers;recontextualization emphasizes that inter-school interactions supported cross-contextual identification and negotiation,and that inter-school,inter-disciplinary,and inter-level differences facilitate multiple boundary crossings for teacher learning.

关 键 词：校际合作 专业学习共同体 教师学习 跨界 

分 类 号：G451[文化科学—教育学]