教师培训者专业素养的“实质”与“形式”平衡

Striking A Balance Between"Substance"and"Form"of Teacher Trainer’s Professional Competency:An Analysis of An Empirical Study

随着我国教师培训事业的系统化和制度化,教师培训者素养问题成为学界关心的话题。目前,对教师培训者专业素养的探讨,存在重"实质"与重"形式"两种倾向。本文基于以本土教师培训者为对象的一项质性研究,提出教师培训者专业素养的探索性框架,它涵盖了教师培训者完整的工作逻辑,其所描绘的"理想培训者形象"聚焦于"实质"和"形式"两个方面。在此基础上进一步指出,我国本土教师培训者的专业素养构建应尊重中国教育界业已形成的教学、研究、进修的传统和本土情境,达成本土教师培训者素养之"实质"与"形式"的整合,并探寻新时代平衡"实质"和"形式"的教师培训新机制。

With the systematization and institutionalization of teacher training in our country,theprofessional competency of teachers'trainers has received increasing attention from researchers.The research on the professional competency of teacher trainers lies in twokinds tendencies of the"substantive"and the"form"of training.Based on a qualitative study of Chinese teacher trainers,this paper puts forward an exploratory framework of teacher trainer's professional competency,this framework describes the logic teacher trainer’s comprehensive work process,and reveals that the image of an ideal professional trainer portrayed by the Chinese teacher trainers integrates the"substance"and"form"of training.This study indicates that fostering the professional competency of teacher trainers in China is not to copy the typical competency of"trainers"in the business sector,but to respect the local contexts and traditions of Chinese teaching,research,training,and find a new mechanism suitable for the requirements of the new era,so as to truly achieve the balance between"substance"and"form"of teacher training.