培育反思性实践者:博物馆教育工作者专业发展的现实与未来

Educating the Reflective Practitioner: The Reality and Future of Museum Educators' Professional Development

由各种社会历史因素推动的教育的制度变迁与重塑以及博物馆作为一种社会机构的变革与发展,推动着博物馆教育工作者的身份认知、角色定位与实践探索的转变。从博物馆本位的"解说员"到教育本位的"博物馆教育工作者",见证了博物馆教育作为一种专门职业的持续进步。然而,信息化与全球化合流推动的新一轮社会历史变革又对博物馆教育工作者提出了新的要求与挑战,职业准备不足严重制约着博物馆教育工作者的专业化水平。面对新挑战,博物馆教育工作者的专业发展必须把反思性实践作为新的认识论框架,把实践社团作为促进专业发展的基本途径。只有这样,博物馆教育工作者才能成为在实践中认识、在实践中反思、在认识与反思中实践的反思性实践者,有效应对狂飙突进之社会变革中持续变化的博物馆教育。

The identity, role and practice of museum educators are transformed by the change of educational institution which is promoted by the historical and social factors and the evolution of museum being a social institution. In the development of museum education as a profession, the label of curator, which is museum-orientated, is replaced by the new label of museum educator focusing on education. However, museum educators are challenged by the radical social change driven by the digital and global revolution and the specialization level practice is limited by the inefficiency of professional preparation. In this case, tt^e author proposes that the reflective practice should be a new framework of epistemology and community of practice should be a basic approach of promoting profession development for museum educators and facilitate their knowing-in-action and reflection-in-action through practice of community.