纵横交错:教师学习与专业发展的三种理论视野

Combining Vertical and Horizontal View of Teaching Expertise: Three Threads of Discussions on Teacher Learning and Professional Development of Teachers

归纳学界对教师学习与专业发展议题展开的研究探讨,认知心理学和专长发展理论视教师的学习与专业发展是从新手到专家的过程;情境学习及实践社群理论认为教师的学习与专业发展将因循从边缘走向中心的发展轨迹;新近研究者受文化历史活动理论启发认为在变革情境中教师的学习和专业发展是不同学习活动系统间、不同领域学习参与者间边界跨越与杂合的发展过程。不同理论路向对此议题的讨论为当下我国教师教育、教师教学工作环境品质与改进及教师学习和专业发展的深入研究给予启示。

Discussions on teacher learning and professional development of teachers are two folds. One thread of discussion is based on cognitive psychology which uses a novice - to - expert approach to show that teacher learning and professional development of teachers is a process of the acquisition of knowledge and expertise. Another thread of discussion applies a peripheral - to - core approach and uses situated learning theory and communities of practice as its theoretical lens. It has been conceptualized learning as a process of community members gradually transform their practices and reconstruct their identities through mutual engagement and negotiation of meaning. Recently, cultur- al - historical activity theory presents a broader and multi - dimensional view of teacher leaning and professional development of teachers. It focuses on analyses of learning in boundary - crossing and hybrid settings. This view inspires the studies on teacher learning within the context of educational reform. In such context, teachers not only engage in rapidly changing working contexts, but also en- counter challenges brought by the issue of student diversity. In all, various aspects of discussions on teacher learning and professional development of teachers better our understanding of teacher educa- tion, teachers＇ workplace conditions in relation to teacher learning and their professional develop-ment.