学校本位教师专业发展:框架及其意义

On the Framework and Meaning of School Based Teacher Professional Development

学校本位教师专业发展涉及三个要素:一是需求驱动,即教师专业发展必须是基于教师自身的兴趣与需求,它揭示了教师专业发展的源动力;二是专业合作,即对于教师个体而言,专业发展的重要路径和标志在于如何通过专业合作提升自身基于情景的专业知识和智慧,它揭示了教师知识是基于情景的,而情景知识的获得有赖于教师同伴为了实现知识共享而开展的专业合作;三是支持制度,即无论作为个体还是群体,教师专业发展都是一种过程,需要学校建立一套支持的制度,以保障此过程是专业的、可持续的,它揭示了教师专业那种持续的发展过程有赖于专业的支持制度的保障。本文以上述三个普遍要素作为三个维度,试图建构学校本位教师专业发展的分析框架。

There are three essential factors involved in school-based teacher professional development. Firstly, the need-driven motivation reveals the power source of teacher professional development, which means teacher professional development is rooted in teachersI own interests and needs. Furthermore, for individual teacher, the critical path and landmark of professional development rely on how to improve personal expertise and wisdom based on context through professional cooperation, which indicates that teacher knowledge mainly comes from context and this kind of knowledge is gained from professional cooperation which aim to share knowledge among colleagues. The last but not least, it is a process for teacher individually and collectively that professional development need a supportive system established by school to guarantee it is a professional and sustainable course. The author constructs a frame to analyze school-based teacher professional development using these elements above as three dimensions.