摘要
自问世以来,布里茨曼的《实践创造实践:学习教学的批判研究》就在教师教育研究领域引起颇多争议,但至今仍被推为这一领域的经典之作。作者采用批判民族志的研究方法,揭示了学习教学对那些初入教育真实情境的实习生而言到底意味着什么,并藉此呈现出个体在充满矛盾的现实中寻找和创造主体意义之艰辛。通过分析经验如何被建构、如何被使用,作者批判地建构了一套文化理论,透析了教师教育结构内隐的经验结构与有关教学的文化迷思作为权威性话语如何制造了实习生在实践中的困境和认同困惑,以此叩问话语实践与身份认同之关系这一论题。
Despite the controversy it aroused since its publication,Practice Makes Practice: A Critical Study of Learning to Teach has been appraised as a classic text in the discipline of teacher education.In this book,the writer adopted a critical ethnographical method to examine what learning to teach really meant to the newcomers into the teaching profession and to represent the poignancy the student teachers experienced in search of significance in a contradictory reality.By exploring how experience was constructed and used,the writer built a cultural theory to theorize how the structure of teacher education structured student teachers' experience,and thereby made the dilemma of practice for them;and how the cultural myths about teaching and learning to teach generated confusions about identity among the student teachers.
出处
《教育学术月刊》
北大核心
2013年第1期104-107,111,共5页
Education Research Monthly
基金
作者主持的2010年度教育部人文社会科学研究规划基金项目"知识转化与身份获得:实习生与重要他人互动模式研究"(项目批准号10YJA880017)的基础性研究成果之一
关键词
话语
认同
文化迷思
批判民族志
discourse,identity,cultural myths,critical ethnography
