矛盾驱动的教师专业学习:基于大学与中小学合作研究的案例被引量：23

Contradiction-Driven Teacher Professional Learning: A Case Study of University-School Partnership

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摘要 "教师专业学习"因其自发自主性、日常情境性、目标导向性等特点日益成为教师教育研究与实践的重要话语,然而有关其发生过程及运作机制却少有触及。本文采用案例研究方法,以大学与中小学合作开展校本研究为情境,分析大学研究者与小学教师群体在互动中的矛盾冲突,基于文化-历史活动理论的视角,解释小学教师在校本合作研究中的专业学习过程。研究发现",矛盾"是推动教师专业学习的重要动力,而矛盾的层级性进一步推进了教师专业学习的延展,由内向外的四级矛盾构成了教师专业学习的内在机制。研究指出,教师专业学习的关键发生于心智模式的断裂处,教师教育者与中小学教师都应正视矛盾,把矛盾转化为学习的契机,进而促进专业学习行为的持续改进。 Teachers’professional learning has become an important discourse in teacher education research and practice because of its spontaneous autonomy,daily situation and goal orientation.However,the occurrence process and operation mechanism of teacher’s professional learning have seldom been touched upon in previous studies.Based on the case study method of qualitative research and the situation of cooperation between universities and primary and secondary schools,this paper analyses the contradictions and conflicts between University researchers and primary school teachers and explains the professional learning process of primary school teachers in school-based cooperative research from the perspective of cultural-historical activity theory.The study finds that'contradiction'is an important driving force to promote teachers’professional learning,and the level of contradiction promotes the extension of teachers’professional learning.The internal mechanism of teachers’professional learning is composed of four levels of contradiction from inside to outside.The study points out that the key to teachers’professional learning lies in the break of mental model.Teacher educators and primary and secondary school teachers should face up to the contradictions and transform them into learning opportunities,so as to promote the continuous improvement of professional learning behavior.

作者魏戈 Wei Ge(College of Elementary Education,Capital Normal University,Beijing 100048)

机构地区首都师范大学初等教育学院

出处《教育发展研究》 CSSCI 北大核心 2019年第4期24-34,共11页 Research in Educational Development

基金北京市教育委员会2019年度社科计划一般项目"北京市中小学教师实践性知识的发展现状与优化路径研究"的部分成果

关键词教师专业学习文化-历史活动理论矛盾大学与中小学合作 teacher professional learning cultural-historical activity theory contradictions university-school partnership

分类号 G451 [文化科学—教育技术学]