刍议以UDS合作促进学校教师专业发展

Study of Using UDS Cooperative Project to Improve Teachers＇ Development

立足校本，探索基于组织生态环境下的教师发展路径，开展学校教师发展的校本功能建设，是当前学校内涵发展探索的重点领域。尽管自组织特点为学校营造教师发展环境提供了可能，学校成为教师发展必不可少的社会环境条件以及成为教师发展动力的重要来源之一，但由于种种社会历史因素，学校本位的教师发展面临诸多难题。文章以首都师范大学与北京市顺义区合作开展的“UDS合作优质学校建设项目”为背景，介绍了“以参与式校本研修方式为切入点，促进干部、教师两支队伍的双向互动发展的实践探索，从而丰富了学校本位教师发展”的路径与模式。

It has become the focus area of current school connotative development to explore ways to enhance school-based teacher development and to foster the school function of providing the ecological environment for teacher development. The char- acteristic of school initiative in the school-based mode guarantees the environment for teacher development. This in turn makes school an indispensable social factor which gives impetus for teacher development. Due to various social and historical factors, however, school-based teacher development also faces many challenges. Based on the ＂UDS cooperative project to develop high- quality school＂ by Capital Normal University and Shunyi District in Beijing, this paper introduces practical exploration of two- way interactive development of school administrators and teachers by school- based training, hence enriches the modes of improving school-based teacher development.