国外教师转化性学习研究述评

A Review of Teachers' Transformative Learning Research

变革时代的教师面临多重实践困境和理念矛盾,因此教师学习研究需要进一步拓展理论视角和研究方法。在国外成人学习研究领域,批判视角下的转化性学习理论经过30多年的发展逐步走向成熟,在研究教师深度学习方面表现出很强的解释力。教师转化性学习研究涉及现象描述、过程研究、项目/模型设计和影响因素探索四大主题,研究方法以质性为主,研究对象多针对职前和中小学教师,研究场景局限在英语国家,其他社会文化环境中的研究亟待发展。国内教师学习研究领域应该看到转化性学习理论重要的人文价值,鼓励采用多元的方法开展教师深度学习研究。

Teachers in changing times are confronted with multiple predicaments andconfusion in both beliefs and practice,which calls for new perspectives and methods inteacher learning research. Transformative learning with a critical perspective is such a newadult learning theory that has strong explanatory power in studying teachers＇ in- depthlearning. This theory has gradually grown into maturity in the last thirty years. Studies onteacher transformative learning covers four major themes：the phenomenon,the process,the project or model construction,and contextual factors. Most studies adopt qualitativemethods concerning mostly pre-service,and primary and secondary teachers. Most studiesare conducted in English speaking countries;studies in other sociocltural contexts are ur-gently needed. The field of teacher learning research in China should be aware of the hu-manistic value of transformative learning theory,and encourage teacher deep learning studywith multiple methods.