摘要
教师成为研究者是教师专业发展的核心命题,然而遭遇了来自理论和实践的重重迷误。对"教师成为研究者"进行再探寻和价值澄清,使其知识与方法的价值诉求得以显现,同时也为教师专业发展在困惑中进行理性抉择提供了依据与动力。
Teacher as researcher,a key issue in teacher professionalization,encourter multi-misunderstandings from theory and practice.Exploring the value clarification about ＂Teacher as researcher＂,in order to make clear the value appeal of knowledge and methods.And also provide the rational choice teacher professionalization with basis and power.
出处
《教育科学》
CSSCI
北大核心
2011年第2期50-55,共6页
Education Science
关键词
教师成为研究者
教师研究
知识
方法
Teachers as researchers
teacher research
knowledge
method
