职业学校教师工作场学习策略的结构、现状与机制

The Structure, Status quo and Mechanism of the Workplace Learning Strategies of Vocational Teachers

职业学校教师在工作场域中会不会学习直接关涉专业发展的质量。在现场访谈研究的基础上,应用自行研制的"职业学校教师工作场学习策略问卷",通过对全国7个省市848位中高职学校教师的调查,对职业学校教师工作场学习策略结构维度进行探索。探索性因素分析和验证性因素分析的结果表明,职业学校教师工作场学习策略由五个具体的学习行为,即交流共享、研读反思、观摩借鉴、规划行动和合作实践构成。进一步的统计分析揭示了当下我国中高职院校教师工作场学习客观存在策略单一、单兵作战的实然问题。未来,职业院校教师可以运用"在做中学"、"在反思中学"、"向经验教师学习"和"在共同体中学习"四种机制改良工作场学习策略。

The vocational teachers learning or not in the workplace will be directly related to the quality of professional development. Based on the live interview research, through investigating on 848 vocational teachers from seven provinces and cities with the self-compiled ＂the vocational teachers＇ workplace learning strategies questionnaire＂ to explore the structure dimension of vocational teachers＇ workplace learning strategies, the results of exploratory factor analysis and confirmatory factor analysis show that the workplace learning strategies consist of five specific learning behaviors, namely the exchange and sharing, study reflection, learning for reference, planning of action and cooperation practice. The further statistical analysis revealed that the current vocational teachers＇ workplace learning exists the problems of single policy and individual combat. In future, the vocational teachers can use the four mechanisms, ＂learning by doing＂, ＂learning in reflection＂, ＂learning from experienced teachers＂ and ＂learning in community＂, to improve the workplace learning strategies.