摘要
随着“互联网+”理念在教师培训中的深化,融合线上与线下优势的混合式培训成为破解巡回指导教师专业发展困境的重要路径。基于洋葱素质理论和探究社区理论,通过质性研究方法对9名参训巡回指导教师进行访谈,可系统分析其培训后专业素养提升状况及其影响因素。结果表明,教师在各素养层级均有不同程度提升,但内层素养转化滞后于外层知识技能习得。培训成效提升依赖于三重要素的协同作用:通过培训课程供给与教师需求的精准适配增强教学临场感;通过构建虚拟学习共同体消解专业孤立状态,进而提升社会临场感;教师内生发展动机与组织持续支持的相互作用影响认知临场感。
With the deepening of the "Internet+" concept in teacher training,blended training has emerged as a critical approach to address the professional development challenges faced by itinerant instructors because of the dual advantages of both online and offline training.This study,guided by the onion model of competence and the community of inquiry theory(Col),explores the changes in professional competencies of itinerant teachers after they participates in the blended training,as well as the key elements within this training approach that significantly impact teacher learning outcomes.The findings indicate that itinerant teachers experience varying degrees of improvement across different competency levels,characterized by easy mastery of knowledge and skills,a slight deficiency in transforming concepts and beliefs,and a slow penetration of mission and identity.Important factors that enhance learning outcomes include the alignment of learning resources,time management,and the needs of itinerant teachers within the dimension of teaching presence;peer collaboration within the social presence dimension;and the internal goal orientation and ongoing practical support of teachers within the cognitive presence dimension.
作者
徐知宇
王雁
XU Zhiyu;WANG Yan(School of Educational Science,Hunan Normal University,Changsha 410081;School of Special Education,Beijing Normal University,Beijing 100875)
出处
《教育研究与实验》
北大核心
2025年第3期152-159,共8页
Educational Research and Experiment
关键词
巡回指导教师
混合式培训
洋葱素质理论
探究社区理论
itinerant teachers
blended training
onion model of competence
community of inquiry theory
