韩国教师专业学习共同体:演进历程、价值理念与实践路径  

Teacher Professional Learning Community in South Korea:Evolution,Value Concept and Practice Path

作　　者：柴恋琪 CHAI Lianqi(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教师发展研究》2024年第1期117-124,共8页Teacher Development Research

摘　　要：教师专业学习共同体是韩国培育优秀教师、提高教师质量、建设高质量教师队伍的重要手段。韩国教师专业学习共同体历经引入、发展与形成三个阶段,其价值理念为以高度的教师自主权为基础,以积极的协同合作为核心,以共同的价值观与教育愿景为旨归。韩国通过开展以课堂教学为主的校内型专业研修、实施以跨校合作为核心的校际型专业实践、提供基于多方合作与共同支持的校外型专业保障等方式促进教师专业学习共同体的发展,对我国中小学教师专业学习共同体的发展具有一定的启示意义。我国应发挥政策引领的积极作用,构建多样化的专业学习模式,营造多方支持的组织环境,以助力教师专业学习共同体的发展。The teacher professional learning community is an important means to cultivating excellent teachers,improving teachers′capabilities and building high-quality teachers team in South Korea.The teacher professional learning community in South Korea has had three stages of introduction,development and formation.Its value is based on the high autonomy of teachers,centered on active cooperation,and aims at common values and educational vision.South Korea promotes the development of teacher professional learning community by carrying out in-school professional training which focuses on classroom teaching,implementing inter-school professional practice which focuses on cross-school cooperation,and providing after-school professional guarantee based on multi-party collaboration and joint support,which has certain enlightenment on the development of teacher professional learning community in China′s primary and secondary schools.Therefore,we should give full play to the positive role of policy guidance,build diversified professional learning models,and create a multi-supported environment to boost the development of teacher professional learning community.

关 键 词：韩国 专业学习共同体 教师专业发展 

分 类 号：G629.312.6[文化科学—教育学]