教师认知研究回溯与思考:对教师教育之意涵

Revision of and Reflections on Teacher Cognition Research and Its Implications for Teacher Education

教师认知研究在过去二十多年中是国际上教师教育研究的一个重要领域。随着理论视角与范式的变化,其研究的内容在不断演变扩展:从教师的临床信息加工,到教师的知识与信念、教师反省思维与专业发展,再到教师的建构性学习;研究方法也从实验操控和定量分析发展为包括人种志调查、叙事探究在内的各种手段。这些变化对推动我国教师教育研究与发展具有重要意义。

Teacher cognition/research has been a prominent field of study education. Following the continuous shift of theoretical perspectives and methodo n the international circle of teacher ogical paradigms, teacher cognition research has been expanding its scope, ranging from teachers＇ decision- making, teachers＇ knowledge -base and belief-system, teachers＇ reflective thinking to teachers＇ constructivist learning. The researching methods have also changed from the experimental manipulation and quantitative analysis to many others including the ethnology investigation and narration exploration.