Public reflection within learning communities: an incessant type of professional development

This article is based on a study focusing on how structured learning communities can promote reflective awareness and professional development, through collaborative analysis of professional experience. As participant–observer, the researcher used recorded observations as well as individual participants’ reflective writing as data. Of importance is the fact that all seven participants argued that they developed professionally and started to dig deeper into their experiences as the five-month study progressed. They also pointed out that this type of professional development was immediately relevant to their present needs, and this was what motivated them to further engage in reflection as a tool for professional development. Aspects such as conflict and uncertainty in teacher learning, and how collaboration promotes further reflection will also be discussed.     

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。     

瑞典教师职业发展概况研究

瑞典教育在20世纪60年代迎来了发展的高潮期,从最初教师教育计划到后来的在职培训都经历了巨大的变革。因此教师以及相关教师教育的一些事件与这些任务和期望有着非常迫切和复杂的关系。一般来说,这包括为教师提供合适的职业支持和培训,还涉及到如职业道德、职业结构、教学思想、教学文化、策略中心,教育质量以及教育研究在职业发展中所扮演的角色等等。     

Those Who Can Do Self-Study,Do Self-Study: But Can They Teach It?

This article describes the challenges encountered by a teacher educator and self-study practitioner as he attempted to facilitate a group of colleagues in learning about and engaging in self-study over a two year period. While competent in conducting self-study for himself, the author had never before tried to teach it to others. This led to teaching experiences in which the author grappled with his decision-making across three critical facets of his pedagogy. The findings of this self-study indicate that it is possible to broadly categorize these dilemmas in decision-making as instructional challenges, relational challenges, and methodological challenges. Uncovering and discussing these challenges gives those involved in the self-study of teacher education practices community an opportunity to consider how such dilemmas might be navigated beneficially to advance understanding and use of self-study methodology by others.     

国际视野中的教师专业发展

教师专业发展在当前教育改革中具有重要地位.本文介绍西方国家教师专业发展领域的最新进展,探讨教育政策环境对教师专业发展的影响.文章阐述教师专业发展的界定、目的、功能、影响因素及其评价,指出教师学习和学习社群在西方学术讨论中已经成为探讨焦点.国家和市场对西方国家教师专业发展的实施有重要影响.     

Teachers reflecting on their work: articulating what is said about what is done

Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self‐initiated and non‐framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise (“talk”) on how to actualise (‘walk’) reflection. This ‘double’ articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re‐view, which appraises and looks back on what has been accomplished.

The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice.     

“行动研究”模式与学者型外语教师的培养

教学行动研究过程是教师职业发展的核心。“行动研究”模式以培养未来教师的创新精神和课堂教学研究能力为目的 ,有效地解决师资培训领域理论与实践相脱离的问题     

Virtual Learn=ng Community as New Approach of Teacher Professional Development——Reflective Research into an eLearning Program of Intercultural Collaboration between China and UK

Among the current reform measures undertaken in Chinese K-12 education, to adopt New Curricula and to improve ICT application in teaching are both decisive, however, the lack of qualified trainers is handicapping the professional development of over 10 millions in-service teachers. One of eChina ～ UK projects in collaboration between universities from both sides is designed to develop virtual learning community （VLC） among in-service teachers and explore from pedagogic perspective how to conduct VLC. In accordance with reflective learning and collaborative learning, three online learning modules have been jointly created by Chinese and UK educational specialists, and one unit from each module has been piloted by a group of senior teachers. Through analyzing the processes of course design and pilot, supported by quantitative and qualitative research into the experiences of pilot participants, the paper identifies some core factors influencing the quality of VLC and suggests that more attention should be given to the interactive learning process within VLC rather than to create well-structured learning materials before hand. It has also analyzed VLC as a promising approach to support professional development of in-service teachers from the perspective of continuous improvement process. There is much to be researched into the approach of VLC.     

University teachers’ learning paths during technological innovation in education

Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed.     

Action research in science education – an analytical review of the literature

Action research is suggested as a way to engage teachers in curriculum development and the betterment of teaching practices in schools based on educational research activities. As in other educational domains, action research in science education is employed with both aims to better understand and develop teaching practices and to contribute to teacher continuous professional development. A variety of methodological approaches using action research in science education exists, from more technical toward more emancipatory interpretations. The range of educational settings and goals for which action research is performed is also quite broad. The purpose of this analytical review of the international available literature is to provide an overview of the main aspects in applying action research in science education.     

教育生态学视野下的教师专业发展

在当前的教育实践中,教师作为新课程改革的最终执行者,其职业状态和生存状态没有引起人们足够的重视。文章从教育生态学的角度来说明教育应该深入分析教师发展问题,为教师专业发展提供更多的机会,从而实现教师的可持续发展,提升教师的生命质量与价值。     

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。     

‘Someone had to have faith in them as professionals’: an evaluation of an action research project to develop educational leadership across the early years

This article reports on an evaluation of three action research projects developed by a group of teachers working across the early years in three independent schools. The article examines the role of action research in developing educational leadership capabilities. Drawing on the educational leadership literature, concepts and ideas of action and activism, influence and change, and capacity to develop a vision are used to describe and analyse the data from qualitative pre-project and post-project individual interviews. The article argues that the empirical findings suggest action research was a powerful tool in developing educational leadership capabilities. This article concludes by suggesting that further research is needed to better understand how action research can be utilised to develop sustainable forms of educational leadership in the early years.     

学科教学知识（PCK）研究的发展历程——兼谈对我国教师教育研究的启示

自舒尔曼（Shulman）提出学科教学知识（PCK）后,PCK的研究受到广泛关注。根据研究重心的变迁可以将PCK研究划分为探索、发展和深入三个阶段。加强学科教学知识（PCK）研究有利于我们把握其发展方向,选择恰当研究方法从事本土化研究,利用PCK理论框架更好地完善教师教育研究以及教育教学实践。     

教师专业发展的路径分析与支持策略——基于教师学习的研究

教师质量是教育发展的生命线,教师学习则是提高教师质量的基本途径,开展教师学习研究对教师的专业发展具有重要意义。教师学习研究不仅要注重如何激发教师自身学习的积极性和主动性,更要高度关注和重视教师自身的专业发展问题。对教师学习的目的、内容和方法进行研究,必须立足教学反思性实践,关注教师情感需要的诉求与表达,重视对教师人格情感的关怀,通过提高教师的“情”与“行”来应对现实中出现的教师质量问题和突破教师专业发展的瓶颈,使教师成为终身学习的典范,促进教师的成长成才。