摘要
学校间的知识势差往往与教师这一主要知识载体分布的非均衡性相关,轮岗交流制度的功能实现需要以骨干教师在学校间的流动促进薄弱校教师知识的发展。审视轮岗交流制度下教师知识发展的实际样态发现,组织惰性行为抑制了教师知识获取动力,教育场域差异削弱了隐性知识传递效果,知识位势差距影响了教师知识内化效率。在传统SECI模型的基础上,以轮岗教师知识的转移扩散为关键要素,构建轮岗交流制度下涵盖“潜移默化”“协商对话”“系统整合”“实践反思”四个阶段的教师知识发展模型并解释其内在机理,据此提出相应保障措施,力图促进薄弱校知识存量的积累与增长,破解区域教育发展不充分不均衡难题。
Knowledge gaps between schools are often linked to the uneven distribution of teachers,who are the main bearers of knowledge.For the Teacher Rotation System to work,it is necessary to promote the development of teach⁃ers’knowledge in weak schools through the mobility of backbone teachers between schools.This paper examines the actual patterns of teacher knowledge development under the Teacher Rotation System,and finds that organizational in⁃ertia inhibits teachers’motivation to acquire knowledge,educational field differences weaken the effect of tacit knowl⁃edge transfer,and the knowledge potential gap affects the efficiency of teachers’knowledge internalisation.Based on the traditional SECI model,this study takes the transfer and diffusion of rotating teachers’knowledge as the key ele⁃ment,and constructs a model that includes“implicit transfer”,“negotiation and dialogue”,“systematic integra⁃tion”,and“practical reflection”under the Teacher Rotating System.Also,its internal mechanisms are explained.Finally,appropriate safeguards are proposed in an attempt to promote the accumulation and growth of knowledge in weak schools.
作者
阙粤红
羊以玲
QUE Yue-hong;YANG Yi-ling(Faculty of Education,East China Normal University,Shanghai,200062)
出处
《教师教育研究》
CSSCI
北大核心
2023年第2期77-83,共7页
Teacher Education Research
关键词
教师轮岗
教师知识
知识创生
教育资源共享
teacher rotation
teacher knowledge
knowledge creation
educational resources sharing
作者简介
阙粤红,女,华东师范大学教育学部博士研究生,主要研究方向为教师专业发展、学校管理,E⁃mail:yuehong_que@163.com;羊以玲,女,华东师范大学教育学部硕士研究生,主要研究方向为教师专业发展。
