西方“教师学习”研究述评

A Review of Western Studies on Teacher Learning

西方对教师学习的研究始于20世纪50年代,研究从原先单一的行为主义心理学的视野逐渐扩展到认知心理学、建构主义理论、人类学、哲学等多学科的参与。研究从仅仅关注教师的外显行为转向关注教师的认知和知识层面,强调情境对教师学习的重要作用,倡导教师在共同体中学习和建立身份认同,提出了不同的教师学习观和认识论。

Since the behaviorism studies on ＂teacher learning＂ as the beginning of this research topic in western academe in 1950s, this domain has gone through a gradual process from the solely behaviorism-dominated study to multidisciplinary perspectives including cognitive psychology, constrnctivism, anthropology, philosophy, and so on. The studies on teacher learning firstly focused on teachers＇ observable behaviors, and gradually turned to teacher cognition and knowledge, and emphasized the importance of situation and contexts for teacher learning, and encouraged teachers learning in communities and building identities, and clarified three domains of teacher learning and epistemology.