专业学习共同体:走向文化生态的教师教育实践

Professional learning community:towards cultural ecology of the teacher education

专业学习共同体是以达到有意义学习为目的,通过"合法的边缘性参与",在共同愿景的感召下,基于成员互动、社会支持和知识共享,为教师教育实践构建一个平等多元的富有生命力的文化生态系统。它包含四个构成因子:共同愿景;合作的反思实践;社会支持的工具与资源;意义建构的学习评价。走向文化生态的教师教育实践通过专业学习共同体旨在发展职前教师的实践性知识,转化教师专业知识;提升专业能力;建构教师专业信念;职前教师走向专业纯熟,实现自主发展;推进大学与中小幼合作共生的伙伴关系,走向文化融合。

Professional learning community is committed to meaningful acquisition through legitimate participation, interaction, social support of the teacher education. This multilateral cultural ecology includes communal willingness, cooperative learning situation, social supportive instrument, and assessment. The purpose is to enable the new teachers to develop professional learning and cultural harmony where universities join with secondary, primary schools and kindergartens.