教育理论研究者深度介入下教师实践共同体的发展

The Development of Teacher's Community of Practice under the Deep Intervening of Educational Theorists

如果将教师实践共同体的实践与理论探究放在大学与中小学合作开展教育研究框架以及理论者"深度介入"中小学教育实践变革的背景下考虑,可以形成对教师实践共同体发展的新认识。具体来说,理论者的深度介入可以为教师实践共同体的发展提供理论参照、凝炼核心价值观、提升交流品质、形成发展的抓手、提升发展层次。当然,在理论者深度介入的不同时期(初期、中期、成熟期),教师实践共同体的发展应采取不同的发展策略。

We may get some new viewpoints about the development of teacher＇s community of practice if put the practical and theoretical research in the framework of cooperation between the university and school and in the background of theorist＇s ＂deep intervening＂ in the school education practice change. Particularly, the educational theorist can give a theory reference system, agglomerate core values and promote quality of communication, form the handhold of development and improve the level of development. Of course, we should adopt different tactical measures for the development of teacher＇s community of practice at the different stages of educational theorist＇s deep intervening （early period, middle period and mature period）.