“合法的边缘性参与”视角下“双师型”教师专业发展路径探索  

Paths of the Professional Development of“Double-qualified”Teachers:From the Perspective of Legitimate Peripheral Participation

作　　者：王美倩 黄梦园 韦妙 Wang Meiqian;Huang Mengyuan;Wei Miao(Hubei University of Technology,Wuhan 430068)

机构地区：[1]湖北工业大学职业技术师范学院,武汉430068

出　　处：《职业技术教育》2024年第24期36-41,共6页Vocational and Technical Education

基　　金：2022年度湖北省教育厅哲学社会科学研究青年项目“产教融合背景下高职学生职业技能提升的具身教学模式研究”(22Q047);湖北工业大学博士科研启动金项目“具身认知视角下职业院校高技能人才培养模式研究”(XJ2022003101),主持人:王美倩。

摘　　要：“双师型”教师队伍建设是我国职业教育进入高质量发展新阶段面临的一项重要课题。当前“双师型”教师存在“局内人”意识不强、“工具人”思维较重、“边缘人”状态明显等问题,其根源在于未能组建以发展为核心的实践共同体,缺乏渐进、系统的专业发展链路和多元、有效的实践参与机制。从“合法的边缘性参与”视角来看,“双师型”教师在实践共同体中的成长会经历“完全不参与→外围性参与→边缘性参与→中心参与→充分参与”五大阶段,为其赋予合法的身份、创设边缘的空间、搭建向心的阶梯和完善参与的机制是促进其专业可持续发展的有效路径。The construction of“double-qualified”teacher groups is an important issue faced by China’s vocational education in entering the new stage of high-quality development.At present,“double-qualified”teachers in vocational colleges have a weak awareness of“insiders”,a heavy instrumental thinking,and a character of marginal people.The source of the problem resides in the failure to establish a practice community centered on development,the lack of gradual and systematic professional development path,and the lack of diverse and effective participation mechanisms.From the perspective of legitimate peripheral participation,the growth of“double-qualified”teachers in the practical community needs to go through five stages:“no participation→marginal participation→peripheral participation→central participation→full participation”.Providing them with a legal identity,creating peripheral spaces,building a centripetal ladder,and improving participation mechanisms are effective ways to promote their professional development.

关 键 词：合法的边缘性参与 “双师型”教师 实践共同体 教师专业发展 

分 类 号：G715[文化科学—职业技术教育学]