建构式师徒教师学习模式的个案研究:基于一项质性研究的分析

Contructivist-oriented Mentoring:Qualitative Analysis on Teacher Learning

以北京市W区H小学一对师徒为个案,通过深度访谈和资料分析描述了当前教师教育变革理念下我国本土师徒教师学习新态势。研究发现,师徒教师学习呈现出建构式学习模式的总体特征,具体表现在多重性师徒关系图谱、全景式的师徒学习阈限、连续性的师徒学习过程以及支持性的师徒学习环境。

With the conception evolvement of teacher education transform,mentoring about how teachers learn presents new situations. This paper present one case with the empirical research-oriented method,sampled by H Primary Shool W District in Beijing,collecting data by in-depth interviews. The research reveals that mentoring teacher learning presents the general characteristics of constructivist-oriented learning model,specifically in the multiplicity of the mentoring relationship map,comprehensive mentoring learning approach,the continuity of the learning process of mentoring and supportive learning environment for mentoring. The results of this study has an important significance for the teachers training and cultivation.