教师职业学习团体：教师职业发展的有效途径

教师职业学习团体在国外教师职业发展过程中起到重要作用。反思我国当前教育改革背景下的教师职业发展问题,认为在校内、校际建立、维系和发展教师职业学习团体乃是促进我国教师职业发展的有效途径。     

A Professional Learning Community for the New Teacher Professionalism: The Case of a State-Led Initiative in Singapore Schools

ABSTRACT

This paper seeks to explore the empirical fit of two PLC models, using Singapore as a case. Insights emerged from documentary analyses and interviews with state-affiliated agents from the Academy of Singapore Teachers. The proposed DuFour–Fullan model, despite policy aspirations, remains largely DuFour-predominant in practice. Aspirations for a Fullan-inspired approach are evident, but still rest in the stage of conceptualization.     

经历即学习:教师的一种学习观

教师的经历就是教师亲眼见过、亲耳听过、亲身做过的事,即是教师的学习、教学、日常生活。它蕴涵着丰富的学习资源。如果教师具有反思意识与能力,则可以从中得到诸多收获。教师学习的途径有自我分析与寻求学习共同体的帮助。此外,教师还要力图从经历的学习中有所超越,从而使之更好地促进教师的专业发展。     

教师继续教育新模式:网络研修

网络研修是信息时代背景下教师继续教育发展的新模式,它不只是网络技术的引入,而且是对传统教研与培训的变革与创新。教师网络研修模式的要素框架包括网络研修平台、学习共同体、混合式学习、资源与互动、评价与管理系统。未来,网络研修模式在推广应用中将越来越发挥出它的潜在优势,越来越受到广大教师欢迎。只要坚持继承、改革、发展、创新的指导方针,教师继续教育必将走出一条具有时代特征、中国特色和地区特点的混合式研修之路。     

教师专业共同体:教师发展的新模式

教师专业共同体是建立在教师专业化浪潮的基础之上,以学校为基地,以教育实践为载体,以共同学习、研讨为形式,在团体情境中通过相互沟通与交流最终实现团体成长的提高性组织.它是以求知和育人为基本活动内容的教师专业发展模式,其本身表征了一种共生意识与智慧,是对教师个人主义文化的匡正与补充.在教师专业共同体的创建上,应当明确共同体目标,形成平等、民主的参与规则,并要谨防共同体内部的矛盾与分裂.     

基于专业学习共同体的幼儿教师深度学习模型构建

专业学习共同体作为幼儿教师专业发展的重要载体,对幼儿教师深度学习的生成具有重要的支持功效,具体表现为能够通过专业引领,激发深度学习;情境创建,生成深度学习;协同合作,推动深度学习;问题驱动,达成深度学习。构建基于专业学习共同体的幼儿教师深度学习模型具有重要的价值意蕴,该模型由参与者、共同愿景、赋权、合作共享、实践与反思等要素构成,具体包括提炼愿景、制作计划、营造文化、发展技能、推动变革以及评价反馈。幼儿教师基于专业学习共同体的深度学习运行过程如下：首先,以幼儿教师的专业学习需求为目标,并成为全体成员的共同愿景,引导其持续投入学习,进入深度学习的状态;其次,构建平等互信的人际关系,促进自主深度学习;再次,建立依赖共生的文化氛围,保障深度学习;从次,以问题为驱动,形成创造性的深度学习成果;最后,形成性评价贯穿于幼儿教师深度学习的始终,是深度学习能力形成的助推器。     

情境学习:一种新的学习范式

情境学习作为一种新型的学习范式,是学习科学研究中的重要内容之一,其理论和实践研究的快速发展推动了现代学校教育和社会组织的变革。文章对情境学习研究的历史发展和主要流派进行了梳理,重点总结了情境学习研究范式的知识观和学习观,并对其理论的教育实践应用进行了探讨,最后文章提出了情境学习理论对学校教育的启示以及面临的挑战。     

Learning for You and Learning for Me: Mentoring As Professional Development for Mentor Teachers

Professional development (PD) opportunities for teachers most commonly take place outside the classroom and are typically designed to address specific components of teachers’ instruction or curriculum. However, there are other activities that take place within the classroom that may have a profound impact on the PD of a teacher. We sought to gain a deeper understanding of the influence that placing a teacher in a mentor role can have on their PD and practice. Thus, we researched the influence of mentor teachers’ work with university-level STEM education majors by engaging in teaching a limited series of STEM inquiry-based lessons in the mentors’ classrooms. Surveys of the mentor teachers indicated that there were many positive benefits for mentors, including gaining new ideas, increased reflection on their practice, increased engagement of students, and in some cases shifts in practice.     

Learning teacher-research-mentoring: stories from Turkey

The continuing developmental process of learning mentoring, specifically regarding supporting teacher research, has received relatively little attention in fields such as English language teaching, and this qualitative case study addresses the gap. It explores how three teacher-research-mentors, who were experienced classroom practitioners but novices in research-mentoring, grew into their new role while supporting teacher research projects in different English language higher education contexts in Turkey over a one-year period. Vignettes reveal that they became conscious of needing to provide psychological support to sustain teacher-researchers’ motivation from starting their research projects to completing them successfully, presenting findings and writing them up, and that they also developed in other roles, but as subject-specialists sharing knowledge about research to a lesser extent. Outcomes, in terms of the quality of research produced by the teacher-researchers in their contexts, appeared influenced by the different characteristics of their institutions and the degree of external support in the form of mentor-mentoring the teacher-research-mentors could access. Given the increasing interest around the world in teacher research as an empowering form of professional development, there is a growing need for teacher-research-mentors, and these findings, through shedding light on research-mentors’ developmental needs, might be of interest to teacher educators.     

基子学习共同体的校长专业发展

学习共同体是一个共同交流思想、共享知识、分享专业成长经历的场所,它构建于共同的信念、利益和经历基础之上。学习共同体为校长的专业发展提供了有益的模式。建构校长学习共同体可以有不同模式,如专业发展学校、校长学术沙龙、基于网络的校长学习共同体等。     

Environmental education professional development for teachers: A study of the impact and influence of mentoring

Rivers2Lake helps teachers learn to provide watershed educational experiences for students through a summer institute followed by mentoring. Teacher focus groups were conducted to investigate the impact of mentoring, as well as toward understanding what was influential in bringing about those impacts. Mentoring impacted teachers in affective ways and helped them use what they learned at the institute. The influential nature of the mentoring may be due to the mentors providing a sense of accountability, personalized support, as well as encouragement of reflection and assistance with navigating barriers. Teachers also articulated qualities of effective mentors: invested, flexible, and responsive. With teachers varying in the degree to which they felt they could continue R2L implementation without the support of mentors, implications are discussed.     

高校教师在线专业发展的学习共同体机制探究

高校教师专业发展必须从外部驱动的＂目标—结果＂范式转向教师的专业自觉行为,使教师成为教学的行动研究者和反思者。教师在线学习共同体的出现,为教师专业发展开辟了一条新的途径。依据在线教师发展的内涵,高校教师专业发展的在线学习共同体机制的结构体系有交互层、媒介层和资源层三层,其具有共同的文化认同,共同的学习氛围、共同的学习机制、共同的学习资源、共同的行动研究及共同的愿景等特征。     

信息化教师继续教育中的学习共同体研究

基础教育骨干教师国家级远程培训的实践表明,由相似的工作体验、共同的职业追求自觉结合而形成的教师网络学习共同体,对教师个体心理成长具有独特的支持功能.从心理成长视角对这一独特功能展开深入分析,探索其内在机制,可以更有效的促进教师教育的信息化进程.     

数字化学习社区建设与应用——自贡市数字化学习社区建设实践

自贡市数字化学习社区在建设时通过对学习社区的用户群需求分析,确立了学习社区建设的总体功能,以点概面,逐步推广,初步形成了一个以自贡市电大为中心,各社区为支点的星型网络结构,最终实现建成覆盖全市社区教育,城乡统筹、协调发展的数字化学习社区的目的。     

International e-benchmarking: flexible peer development of authentic learning principles in higher education

More and more, social technologies and virtual work methods are facilitating new ways of crossing boundaries in professional development and international collaborations. This paper examines the peer development of higher education teachers through the experiences of the IVBM project (International Virtual Benchmarking, 2009–2010). The e-benchmarking process in which teachers applied authentic learning criteria is described, as are the e-tools (Ning, ACP) and the methods employed collaboratively to develop e-learning competence. Cases came from Finland, Korea, Canada, Belgium and Great Britain. The project formed an international virtual learning community for teachers. In peer development, elements of authentic learning were assigned meaning, development alternatives were considered and the interpretation of authentic learning in different situations and cultures was made concrete. The results promote and inform the planning of e-benchmarking communities and flexible virtual teamwork in professional development and education contexts.     

大学英语教师学习共同体叙事研究

一项跟踪某高校大学英语教师学习共同体的个案研究表明：以课堂教学研究为核心的教师学习共同体,从情感和知识技能两个维度促进了大学英语教师科研成长及身份转变。教师学习共同体打破以往自上而下的教师团队建设形式,有利于促进教师师徒传授和同伴互助,是普通大学英语教师专业发展的有效途径。     

Designing Reflections on Practice: Helping Teachers Apply Cognitive Learning Principles in an SFT — Inquiry-Based Learning Program

The objective of this research into teacher education was to provide teachers with a deeper understanding of the cognitive goals of an inquiry-based learning program — Schools for Thought (SFT), and how these might be fostered using specific classroom activities. The classroom activities the workshops analyzed are derived from cognitive research aimed at fostering constructivist learning environments and include various strategies for facilitating collaborative learning and discussion among students (Bruer, 1993; Brown & Campione, 1994). The study documents 13 workshop sessions with teachers from grade 6,7, and 8. Teachers were asked to videotape segments of classroom activities in each of four phases of the SFT research cycle. The videotapes were edited by the authors and then discussed with teachers focusing on their effectiveness at implementing the cognitive goals for each unit phase. Analysis of these sessions reveal a shift in the focus of teachers' discussion from identifying procedures or the planning sequence of inquiry-based activities, to the usefulness these activities have for fostering specific cognitive and pedagogical goals. However, important differences remain in what researchers and teachers consider important when reflecting on teaching.     

自我调控学习的课堂教学设计理论

培养学生掌握自我调控学习的技能就是教给学生在未来社会生存的本领。本介绍了如何在课堂进行学科内容教学的同时进行自我调控学习策略的教学，并提出了一个在课堂教学环境下同时提高老师自我调控学习技能的新型教师专业学习模式：     

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。     

Creating and maintaining online communities of practice in Malaysian Smart Schools: challenging realities

Wenger describes an educational community of practice (CoP) as a group of professionals who share a passionate concern for practice‐based issues and who voluntarily choose to deepen their knowledge, understanding and skills through collaborative and critical dialogue. Peer collaboration of this kind, which involves social interaction, reflection and a critical engagement with practice issues, has been widely suggested to be effective for teacher learning and professional development. The online continuing professional development for teachers (e‐CPDelT) Vision 2020 model outlined here aims to bring about innovation in practice through an online or virtual CoP (VCoP). Twenty Malaysian teachers in five Smart Schools were invited to take part in a Higher Education (HE) project, funded by one of the main universities in Malaysia. By participating collaboratively in this CoP, it was anticipated that the teachers would form an active online CoP that would lead in turn to innovation in teaching and learning practices in the schools. An action research approach was used in tracing the developmental process of the three subject‐based CoPs (namely, Mathematics, Science and English) and identifying challenges faced by the higher education institution (HEI) project team in fostering the active participation and commitment of the teachers. Preliminary data generated from mentor forum discussion, focus groups and blogs suggested that low levels of participation in VCoP activities were a result of low levels of trust and social affiliation, performance anxiety, time pressure and failure to see the relevance of online interaction as directly related to their individual needs as practitioners. Approaches to remediating these challenges and promoting more authentic teacher engagement are outlined.