赋权予教师:教师专业发展中的教师领导被引量：68

Empowering Teachers:Teacher Leadership in Teacher Professional Development

下载PDF

导出

摘要教师专业发展中的教师领导有两个方面的意义:一是领袖教师对其专业群体的引领;二是教师自主的专业发展。鼓励同侪协作,发挥优秀教师的示范-引领-辐射等作用固然重要,但教师的自主才是专业发展持续且有效的基础。在中国大陆,教师在职的专业发展受到行政部门的主导,骨干教师们在各种专业发展活动中发挥着重要作用,然而也呈现出精英化、等级制与工具性等特征。此外,由于处处受到行政干预,教师的专业发展充满着功利色彩、被迫与被动。我们认为,只有赋权予教师,留给教师自主发展的空间并提供更多选择,才能促成教师持续而有效的发展。教师领导的专业发展应成为教师专业发展的原则之一。 Teacher leadership in teacher professional development bears two meanings：（1） is teacher leader＇s influence over the professional community; and （2） is teachers＇ self -direction and autonomy over their own professional growth. We argue that the present teacher professional development system in the Chinese Mainland is power - coercive, and the teacher leadership is characterized by hierarchy, meritocracy, and instrumentalism. A self -directed and self -empowering TPD system should afford teachers more autonomy and flexibility.

作者卢乃桂陈峥

机构地区香港中文大学教育学院

出处《教师教育研究》 CSSCI 北大核心 2007年第4期1-5,共5页 Teacher Education Research

关键词教师领导教师专业发展赋权 teacher leadership teacher professional development empowerment

分类号 G65 [文化科学—教育学]

引文网络
相关文献

参考文献9

1Clark, C. M.. Teachers as Designers in Self-directed Professional Development [ A ]. In Hargreaves, A & Fullan, M. (Eds.). Understanding Teacher Development [C]. New York: Teachers' College Press, 1992.
2Connelly, F. M. & Clandinin, D. J.Teachers as Curriculum Planners: Narratives of Experience [ M ]. Columbia, Teachers College, 1988.
3Holmes, M.. Bring about Change in Teachers: Rationistic Technology and Therapeutic Human Relation in the Subversion of Education [ R], paper presented to the International Conference on Teacher Development in Toronto, Ontario Institute for Studies in Education, 1989, February.
4Lightfoot, S. L.. On Goodness of Schools: Themes of Empowerment [ J ], Peabody Journal of Education, 1986, 63(3):9-28.
5Richardson, V. and Placier, P.. Teacher Change. In Richardson (Eds.). Handbook of Research on Teaching (4th Ed. ). Washington, D. C. : American Education Association. 2001, 905 - 946.
6卢乃桂,陈峥.作为教师领导的教改策略——从组织层面探讨欧美的做法与启示[J].教育发展研究,2006,26(17):54-57. 被引量：39
7周淑卿.课程发展与教师专业[M].中国台北:高等教育文化事业有限公司,2004.57.
8xx市xx区教育局文件[Z]．
9中华人民共和国教育部．关于做好中小学骨干教师国家级培训工作的通知(教师[2001]1号)[Z]．

二级参考文献16

1Barth,R.S.(1988).School:A community of leaders.In Lieberman,A.(ed.)(1988).Building a professional culture in schools.New York:Teachers College Press.
2Engestrom,Y.(1999) Activity theory and individual and social transformation.In Engestr? m,Y.,et al.(eds.) Perspectives on activity theory,Cambridge:Cambridge University Press.
3Fithch-Blanks,C.(2004).Elected teacher leaders' perceptions of teacher leadership in changing schools.Ph.D thesis,Illinois State University.
4Gonzales,S.& Lambert,L.(1998).Emerging teacher leadership in professional development schools.A study within the Center for Educational Leadership at California State University,Hayward.
5Harris,A.(2003).Teacher leadership as distributed leadership:heresy,fantasy or possibility.School leadership & management.
6Ingersoll,R.M.Teacher's decision power and school conflict Sociology of Education.
7Katzenmeyer,M.,& Moller,G.(2001).Awakening the sleeping giant:Helping teachers develop as leaders.Newbury Park,CA:Corwin Press.
8Keedy,J.L.(1999,October).Examining teacher instructional leadership within the small group dynamics of collegial groups.Teaching and Teacher Education.
9LeBlanc,P.R.& Shelton,M.M.(1997,Fall).Teacher leadership:the needs of teachers.Action in Teacher Education.
10Lieberman,A.(1988).Expanding the leadership team.Educational leadership.