摘要
跨界学习是当前促进教师专业发展的新趋势,亟需构建以高校专家与一线教师的跨界学习共同体。如何依托现有高校专家与一线教师的协同促进教师专业发展,是跨界学习共同体面临的重要问题。本研究以L专家工作室为案例,基于扩展性学习视角建构了包含专家主体、教师主体、内容客体、共同体环境以及组织系统的分析框架,探索分析了L专家工作室促进教师专业发展的实践举措。具体措施包括:立足学习内容认同;强化教师的自我认知;通过跨界素养提升凸显专家的主体地位;创建“让学习成为享受”的共同体氛围;回馈组织系统,以发挥组织影响力为目标的专业发展。
Boundary-crossing learning is a new trend to promote teacher professional development,and it is urgent to build a boundary-crossing learning community with experts and teachers.How to rely on the collaboration between existing experts and teachers to promote teacher professional development is an important issue facing the boundary-crossing learning community.This study takes L Expert Studio as a case,constructs an analytical framework including expert subject,teacher subject,content object,community environment and organizational system based on the perspective of expansive learning,and explores and analyzes the practical measures of L Expert Studio to promote teacher professional development:based on learning content identification;Strengthen teachers'self-cognition;To highlight the subject status of experts through the improvement of boundary-crossing competence;Create a community atmosphere of"let learning become enjoyment";Give back to the organizational system for professional development with the goal of exerting organizational impact.
作者
孟彦
李宝荣
MENG Yan;LI Baorong(Beijing Institute of Education,Bejing,100120,China)
出处
《教师教育研究》
CSSCI
北大核心
2023年第4期95-102,共8页
Teacher Education Research
基金
全国教育科学规划2019年教育部青年课题研究成果(EIA190505)
北京教育学院“十四五”时期A类学科创新平台“英语学科育人研究”的研究成果之一。
关键词
跨界学习
学习共同体
教师专业发展
案例研究
boundary-crossing learning
learning community
teacher professional development
case study
