教师教育者的实践性知识:北京市区级教研员的个案研究  

The Practical Knowledge of Teacher Educators:A Case Study of District-Level Teaching Researchers in Beijing

作　　者：周敬天 李琼[2,3] ZHOU Jing-tian;LI Qiong(Department of Educational Administration and Policy,Faculty of Education,The Chinese University of Hong Kong,Hong Kong SAR,999077,China;Center for Teacher Education Research,Beijing Normal University,Beijing 100875;Academy of Plateau Science and Sustainability,People's Government of Qinghai Province&Beijing Normal University,Xining 810008,Qinghai)

机构地区：[1]香港中文大学教育学院教育行政与政策系,中国香港999077 [2]北京师范大学教师教育研究中心,北京100875 [3]青海省人民政府-北京师范大学高原科学与可持续发展研究院,青海西宁810008

出　　处：《当代教师教育》2025年第1期18-27,共10页Contemporary Teacher Education

基　　金：北京师范大学教育学一流学科培优项目学部统筹课题(YLXKPY-XBTC202203);国家社科基金教育学青年项目(CRA240315)。

摘　　要：教研员是一支具有中国特色的教师教育者队伍,其专业知识,尤其是实践性知识,对于教师的“应知”“会做”和“愿持”具有重要影响。采取个案研究设计,对北京市三位区级教研员(S老师、C老师、N老师)作为教师教育者的实践性知识的内容、结构及发展进行探究。研究发现,教研员作为教师教育者的实践性知识由教师教育信念、教师教育者自我知识、教师学习者知识、教师学习内容及方法知识、教师学习情境知识五部分构成。五部分呈现为教师教育信念统领下各类知识紧密互动的“金字塔模型”,具有整体性、嵌套性、中介性特征;一线教学的经验转化、行动反思的螺旋上升、跨界学习的理论激活是该知识发展的重要路径。教研员应在对一线经验的反思探究中、在与其他教师教育者的跨界合作中发展实践性知识,从而实现多方共筑教师教育的知识基础。Teaching researchers are a distinctive team of teacher educators with Chinese characteristics.Their professional knowledge,particularly practical knowledge,plays a crucial role in shaping what teachers“should know,”“can do,”and“are willing to uphold.”Using a case study approach,this study explores the practical knowledge of three district-level teaching researchers(Teacher S,Teacher C,and Teacher N)as teacher educators in Beijing.The study found that their practical knowledge consists of five parts:teacher education beliefs,self-knowledge as a teacher educator,knowledge of teacher learners,knowledge of teachers'learning contents and methods,and knowledge of teachers'learning contexts.These five components form a“pyramid model,”in which various types of knowledge interact closely under the overarching leadership of teacher education beliefs.This model exhibits characteristics of holism,nesting,and mediation.The transformation of frontline teaching experiences,the spiral progression of action reflection,and the theoretical activation through cross-disciplinary learning are key pathways for the development of this knowledge.Teaching researchers should develop their practical knowledge through reflective inquiry into their frontline teaching experiences and cross-boundary collaborations with other teacher educators,enabling them to co-construct the foundational knowledge of teacher education.

关 键 词：教师教育者 实践性知识 教研员 金字塔模型 

分 类 号：G42[文化科学—课程与教学论]