教师专业发展及其有效性评价:走向概念性框架的思考

The Teacher Professional Development and Assessment: The Conceptual Framework

如何有效地开展教师专业学习一直是教育学者及政策制定者探索的课题。在教学实践中和从教学实践中学的概念路径是提升和改善教师专业发展的实证经验。教师专业学习的动态本质在于,教师在个体和共同体条件下对镶嵌在教学实践中的知识不间断地、持续地认知与反思。核心特征的方法论起点是应对这一专业发展观的评价策略,概念性评价框架的形成是实现专业发展评价的理论假设,形成基础的概念框架则是专业发展评价的基本趋势。

It is an exploratory topic for the educational scholars and policy makers how to effectively develop teacher profes- sional development. The conception-learning in teaching practice and from teaching practice is empirically confirmed to be able to promote and improve the teacher professional development. The dynamic nature of the teacher professional learning is to continuously and coherently know and reflect on the knowledge embedded in teaching practice with the individual and community recognition. Given the complex and embedded view of teacher learning, one way of measuring its effectiveness is to focus on the critical features. To construct the conceptual framework is to achieve the theoretical assumption of measuring the effectiveness of teacher professional development. And to form the foundational framework is the development trend of measuring the teacher professional development.