从"碎片化运作"到"整体性治理":县域乡村教师专业支持体系的效能优化

教师专业发展是在自为与外塑交互作用下实现的,高效能的支持体系是教师获得外部支持的前提,乡村教师亦是如此.当下的县域乡村教师支持体系,由于历史与现实的原因陷入要素、内容和组织的碎片化困境,表现为公共性与专业性的冲突、主体性与工具性的疏离和科层化与自组织的失衡.常州的三个案例表明,置于整体性治理思维框架下,通过关注整体、系统支持和协调行动等三个方面的行动策略,可以有效消除乡村教师支持体系中碎片化运作带来的弊端.     

教师培训发展方向:乡村教师专业发展支持服务体系建设

《乡村教师支持计划(2015-2020年)》出台的背景下,以种类繁多的教师培训项目为特点的乡村教师培训发展模式开始向建设乡村教师专业发展支持服务体系转向。"国培计划"推动的乡村教师专业发展支持服务体系强调区县教育行政部门的主体责任,通过县域教师培训的系统规划、培训制度建设、本土培训团队培育以及全员网络研修、送教下乡等培训活动的开展,充分聚集县域内外高等学校、教师发展中心、中小学的教师培训资源,为乡村中小学教师自主选学提供服务。目前,这一体系的建立还存在政策、思维、人才、技术上的缺憾,借助制度建设、培训研究、培训管理者培训、培训试点和信息技术能逐步解决面临的困难,为乡村教师自主学习打造健全的"基础设施"。     

乡村教师专业学习问题、途径与对策研究

乡村教师专业学习是其专业发展的具体手段,其主要途径是外力推动的正式专业学习和内力激发的非正式专业学习,比较常见的类型有向自己学、向他人学、常规教研活动、专业引领式学习和问题解决式学习。乡村教师的专业学习及教师成长现状堪忧,学习支持服务体系的问题突出,对此提出四条对策:保障乡村教师专业学习权益、建设适合且有用的学习资源、推进共同体学习与实践性学习、学校及教师融入乡村文化建设,并逐条讨论了重点措施。     

ICT支持乡村教师专业学习的内涵、困境和对策

ICT支持有助于挖掘乡村教师专业学习潜力,保障乡村教师专业学习的包容性和公平性,实现人人共享的终身学习目标。在活动系统理论视野下,ICT支持乡村教师学习的教育效用被描述为基于共同愿景、动机、反思、实践与共同体等交互影响的一组有目的的活动。实践表明,ICT在支持乡村教师发展中依然存在认知惯习、技术本位、浅层学习、行政指令、同质互动等诸多问题。为更好发挥ICT支持乡村教师专业学习的效用,借助ICT为乡村教师树立乡村文化传承的共同远景,构建乡村振兴使命的动机机制,训练善于理解乡土文化的课程执行能力,形成持续改进乡村教育质量的反思机制,构建平等共享多样文化的专业共同体,有助于乡村教师专业发展。     

UGS协同视野下乡村教师专业发展支持体系的构建

乡村教师专业发展的主动性、实效性不高,与多个主体协同不力的社会支持现状有较大关系。在构建卓有成效的乡村教师专业发展支持体系时,加强高校、政府和中小学校的协同,既有助于提供教师专业发展所需的各类资源,也有助于将外在拉力变为教师的内部驱力。为了更好促进乡村教师专业发展,需要UGS协同构建全面支持与深度支持并重、远程支持与本地支持并举、物资支持与精神支持并行、短期培训与跟踪评价并用的乡村教师专业发展支持体系。     

新时代乡村青年教师专业发展支持体系的构建

乡村青年教师的专业发展是一项影响新时代教师队伍建设和乡村教育质量的系统工程,需要把握新的时代背景对乡村青年教师提出的新要求,更需要为其提供强有力的社会支持。乡村青年教师专业发展面临着自身专业基础薄弱、承受着多方面压力制约、外部支持体系不完善等现实困境。根据社会支持理论,可以构建一个以乡村青年教师为中心,以政府部门的制度和政策支持为保障,以教师发展专业机构的活动和专业支持为重点,以乡村学校的条件和组织支持为关键,以社会的文化和情感支持为辅助的“四位一体”支持体系,从而实现乡村青年教师的专业发展。     

教育家精神与乡村教师专业发展

推动教育强国建设要以教育家精神为引领强化高素质教师队伍建设。由于城乡发展不平衡,乡村教师专业发展面临多重困境,如何由“入乡”走向“扎根”是乡村教师专业发展面临的关键问题。“中国特有的教育家精神”的提出首先为乡村教师专业发展内在结构的更新提供了精神引领,包括专业理念、专业知能、专业服务精神及自我专业发展意识的更新;其次为乡村教师专业发展体系的拓展提供了新思路,体现在基于素养提升的培训体系、基于自我理解的自主学习管理体系、基于生态转变的共同体体系;最后为国家和社会支持与保障乡村教师专业发展指明了新方向。     

乡村初任教师专业发展的困境及其疏解理路

提升乡村学校初任教师专业发展水平,是"乡村教师支持计划"取得实效的内在要求.在乡村教育场域中,乡村初任教师的专业发展面临着身份认同迷失、知识结构异形、支持体系失衡等现实制约因素,需要从教师专业发展的内在价值、知识结构、外赋支持等不同维度入手,实现教师身份体认由"外烁型认知"向"内塑型认同"移行,推动教师发展范式从"专业建构"向"文化创生"变革,辅以外源保障与内生发展有机联动的支持服务体系,从而助力乡村学校初任教师走出专业发展困境,真正成长为"留得下,教得好,有发展"的本土专家型教师.     

关于以教育领域供给侧改革助推乡村教师专业发展的思考

乡村教师专业发展是提升农村教育质量的内生动力。这既是推动乡村文化复兴之所需,也是实现农村教育现代化之必然。然而,现实的乡村教师专业发展遭遇到教育领域供给侧阻滞:"他主型"发展逻辑的外在框限,导致教师的培训学习缺乏针对性与吸引力;"自主型"发展理路的内在规约,导致教师产生了"我是谁"的身份迷思与"我该如何"的出路困惑。对此,需要从教育"精准扶贫"、教师发展平台以及教师专业自主自强等维度,对政策驱动、专业支持和教师内求等促进乡村教师专业发展的力量加以结构化整合。     

探析新时代乡村教师专业发展新契机

促进乡村教师专业发展对我国全面实施乡村振兴战略、推进新农村建设、实现教育基本现代化具有十分重要的意义。各地要紧紧抓住新时代乡村教师专业发展的新契机,通过“政策引领,多策并用助推乡村教师专业发展新高度;社会支持,多措并举拓展乡村教师专业发展新渠道;制度保障,多方兜底营造乡村教师专业发展新氛围;体系建构,内外协同构建乡村教师专业发展新机制”等举措,实现乡村教师专业发展的新跨越。     

教师在线专业学习共同体的内涵、价值及其构建

构建教师在线专业学习共同体对于完善未来国家在线教师教育体系有着重要意义.在线专业学习共同体借助互联网技术营造的网络学习空间,通过共同学习、资源分享、沟通对话,有力地支持教师学习者获得拓展个人专业学习边界的机会.构建教师在线专业学习共同体将赋能教师合作学习,丰富教师跨界学习路径,提升教师群体归属感,激发教师自我变革动力.应紧密结合网络虚拟空间的特征、教师专业学习的需求以及共同体的核心内涵,从技术性要素、认知性要素和社会性要素三方面着手构建高效的教师在线专业学习共同体.     

国际视野中的教师专业学习与发展模式走向

教师专业学习与发展对提升教育质量具有重要作用。对于发达国家的教师专业学习与发展模式的理念、机制、措施和成效的整体性分析与走向判断,有助于我国教师教育改革与发展的借鉴和决策参考。     

论指向专业发展的教师合作

教师合作是教师专业发展的重要向度,教师的专业发展离不开教师间的合作。有主体的意愿、可分解的任务、有共享的规则、有互惠的效益是教师合作的基本要素,只有基于这四个要素的合作才是真实的合作,才能促进或实现教师的专业发展。教师要基于由四要素构成的合作体开展专业行动,其行动方式包括协同教学、同伴互导等,以促进自身的专业发展。而学校要通过组织再造、制度创新、资源支持,为教师合作提供专业支持。     

教师合作文化视域下高校教师专业学习共同体的构建

构建高校教师专业学习共同体是促进高校教师专业发展的有效途径之一。然而,在我国高校教师专业学习共同体的构建中尚存在着合作意识不强、合作氛围不浓、合作机制缺乏等问题。因此,在教师合作文化视域下,高校教师专业学习共同体的构建应注重合作的自然性、合作目标的全面性、合作对象的多样性、合作过程的深入性、合作的超时空性和持久性。     

Teachers’ professional development: a theoretical review

Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn?

Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference.

Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories.

Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers.     

教师专业学习的理念价值与校本策略

原有的教师专业发展理念遵循一种"缺陷"模式,将教师视为"有缺陷的"、需要"被"发展的对象,这已不能完全覆盖教师成长的内涵。因此,教师专业学习作为教师专业发展的替代性概念应运而生。教师专业学习的理念认为:教师具有主动学习的意愿。教师不应只是单纯地接受知识,而是要在教育教学中不断建构知识。教师在学习过程中是"完整人"而不单纯是"职业人"。教师专业学习作为提升教师专业素质的重要路径,可以通过校本学习的方式来实现。学校作为教师教育实践的主要场所,应该为教师的专业学习提供环境支持,如建立规范化、制度化的校本学习机制,为教师专业学习提供多种合作平台,指导和引领教师的反思性实践等。     

美国经验对我国教师专业发展的启示

美国的教师专业发展在世界上处于相对成熟的阶段,其教师专业发展是建立在教师自主建构教师知识、社会认知学习理论和成人学习理论基础上的,并在此基础上衍生出网络学习、教师研究、教师学习小组和大学与中小学合作等教师专业发展途径,这些经验对帮助我国教师专业发展具有深刻的借鉴意义。     

Addressing contradictions in teachers’ practice through professional learning: an activity theory perspective

ABSTRACT

This case study focuses on the professional learning of 38 K-9 teachers who engaged in a professional development (PD) programme in Science, Technology, Engineering and Mathematics (STEM) through collaborative action research (CAR). Through the lens of CHAT or Cultural-Historical Activity Theory, the author examined what teachers were learning, the contextual factors that influenced their learning and classroom practice, and the outcomes of this PD initiative. The changing activity system of the teachers is described, as well as how they addressed contradictions in their practice. Addressing these contradictions resulted in an expansion of their object and professional growth. The study contributes to a growing body of research in teacher education which applies CHAT as a conceptual framework to understand teacher professional learning and how interactions among activity system components influence teachers’ development and practice.     

Beyond ‘what works’: understanding teacher identity as a practical and political tool

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers’ work and ‘role’ are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher. This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education. I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest that the concept of teacher professional identity holds the potential to work as a practical tool for the teaching profession and those who work to support them in the development of a more generative educational agenda.     

In support of teachers’ learning: specifying and contextualising teacher inquiry as professional practice

Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers’ learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers’ learning. Specifically, the research reveals how particular actions, dialogue, and relationships collectively constitute a practice of teacher inquiry which seeks to promote substantive teacher-led learning. The research draws upon a group of Year 5 teachers engaged in collective inquiry into their work in what was described as an “Inquiry Cycle” approach in a school in northern Queensland, during a period of support for substantial curriculum reform. The research reveals the Inquiry Cycle approach as characterised by specific actions, dialogue, and relationships – “doings,” “sayings,” and “relatings” – productive of the development of a learning culture focused on significant curriculum reform; overt support for whole-school “explicit” approaches to teachers’ pedagogies; and active/robust critique of data-focused assessment processes. The research reveals necessary texture and detail in support of teachers’ learning, and the specific circumstances and contextual “arrangements” that help constitute this learning.