摘要
为探究教师专业发展的途径与方法,文章以北京市H中学为例,用质性研究的方法,分析了该校教师自我导向的专业学习,以及教师在交流理解、公开问题、共同学习、相互合作,从而形成教师学习共同体的过程。作为教师专业学习的重要形式,"拓展性学习"源于活动理论,对于共同体的跨越最近发展区、跨界、形成性干预和新手教师的"合法的边缘性参与"都有着决定性的作用。
Teachers' professional development is generally concerned in the world, nevertheless, the practice these days is dissatisfactory. In hope of finding out solutions to the problem, a high school in Beijing was taken as an example to illustrate teachers building their learning community by means of exchanging opinions, raising problems, learning together and cooperating mutually. As the most important form of the learning, expansive learning, rooted from Activity Theory, determines the zone of proximal development, boundary crossing, formative intervention and legitimate peripheral participation and therefor it deserves thorough research.
出处
《教育学术月刊》
北大核心
2014年第4期73-79,共7页
Education Research Monthly
基金
北京市教育科学规划重点课题"中国社会-文化视域下的教师实践性知识研究"(AIA11155)阶段性成果
关键词
教师专业发展
学习共同体
拓展性学习
教师教育
professional development for teacher
learning community
expansive learning
teacher education
