教师实践性知识研究在荷兰——与波琳·梅耶尔教授对话

Research on Teachers' Practical Knowledge in the Netherlands: Dialogue with Paulien C. Meijer

在本次访谈中,荷兰奈梅恩大学波琳·梅耶尔教授基于其自身的经验,畅谈了关于教师实践性知识研究方面的体悟,凸显了荷兰教师实践性知识研究的特色。在研究工具上,除了传统的访谈法,综合使用刺激回忆、概念图、电子日志和问卷等能够有效捕捉教师的实践性知识。在研究视角上,转化性学习理论和关键事件分析能够看到教师实践性知识的发展路径,以身份认同作为切入口是近年教师实践性知识研究的热点。在研究特色上,荷兰教师教育研究更加关注证据和团队合作。在本土实践上,为教师赋权、强调教师参与和反思成为荷兰教师教育的关键词,但是应试教育的思潮和城乡、学科师资水平的差距问题,也成为荷兰教育改革的困境所在。

In this interview, Paulien Meijer, at Radboud Universiteit Nijmegen in the Netherlands,conveyed her experience and understanding of the research on teachers＇ practical knowledge in the Netherlands. Firstly, her research team has used such research instruments as interview, stimulated recall, concept maps, digital logs and questionnaires to capture teachers＇ practical knowledge effectively. Secondly, transformative learning and critical incident analysis have helped her interpret the development of teachers＇ practical knowledge, as well as teachers＇ professional identity. Thirdly,teacher education research in the Netherlands puts more emphasis upon evidence and group cooperation. Finally, empowerment, engagement and reflection are the key words in the Netherlands＇ teacher education, while the trend of ＂teaching for exam＂ and the disparity of teacher quality between urban and rural areas and among different subjects remain in the Netherlands＇ education reform.