互动性教学反思对教师专业素养影响效果的研究被引量：10

The Effect of Collective Reflection on Teacher Professional Development

下载PDF

导出

摘要本研究运用质的研究方法对互动性教学反思在提高教师专业素养方面的作用进行了深入的研究。我们的研究数据表明,同伴支持下的互动性教学反思极大地帮助教师增强了身份认同感;教师通过互动性教学反思能在较短时间内增进个人教学经验和知识的质和量,加快教师实践性知识系统化的过程。本研究不仅为研究教师教学反思提供了新视角,也为学校师资队伍建设提供一些启示。 Using a qualitative research approach, the present study examines the effect of collective teaching reflection on teacher professional development. The data supported that collective teacher reflection, conducted in various supporting groups, largely strengthened participants＇ teacher identity. In addition, it was also found that collective teacher reflection improved both the quantity and quality of participants＇ teaching experience and knowledge in a short time and speed up the process in which teachers systematized their practical knowledge about teaching practices. This study not only provides a new perspective on the investigation of teacher reflection, but also brings important implications for school administrators on the formation of better teacher teams.

作者王宁王雪松

机构地区东北师范大学教育学部德克萨斯农工国际大学教育学院

出处《基础教育》 CSSCI 北大核心 2016年第1期57-64,共8页 Journal of Schooling Studies

基金全国教育科学"十二五"规划2013年度教育部重点课题"构建幼儿园教育质量内部保障体系"(编号:DHA130256)

关键词教师专业发展教学反思教师身份认同教学实践知识 Teacher Professional Development Teacher Reflection Teacher Identity Teaching Practice Knowledge

分类号 G451 [文化科学—教育技术学]

引文网络
相关文献

参考文献37

1Dewey,J..How we think:A restatement of the relation of reflective thinking to the reflective process[M].New York:Heath and Company,1933.
2Wang,X.Facilitating reflection with supporting groups:a model of collective teaching reflection[J].Delta Journal of Education,2014,4(1):116-132.
3Jan Bengtsson.Possibilities and Limits of Self-reflection in the Teaching Profession[J].Studies in Philosophy and Education,2003(22):295-316.
4Knight,P.,Tait,J.,&Yorke,M.The professional learning of teachers in higher education[J].Studies in Higher Education,2006(31):319-339.
5Schon,D.A..The reflective practitioner:How professionals think in action[M].New York:Basic Books,1983.
6Convery,A..A teacher’s response to“reflection-in-action”[J].Cambridge Journal of Education,1998,28(2):197-205.
7Boud,D.,Cressey,P.&Docherty,P.(Eds).Productive Reflection at Work[M].Abingdon,Routledge,2006.
8Sade-Pirkko Nissila.Individual and collective reflection:how to meet the needs of development in teaching[J].European Journal of Teacher Education,2005,28(2):209-219.
9Gloria Jean Rodman.Facilitating the Teaching-learning Process Through the Reflective Engagement of Pre-service Teachers[J].Australian Journal of Teacher Education,2010,35(2):20-34.
10Eman Wefky Ahmed&Khalil Yousef Al-Khalili.The Impact of Using Reflective Teaching Approach on Developing Teaching Skills of Primary Science Student Teachers[J].The Online Journal of New Horizons in Education,2011,3(2):58-64.

二级参考文献24

1沈之菲.近十年西方教师认同问题研究及启示[J].上海教育科研,2005(11):10-13. 被引量：28
2阎光才.教师“身份”的制度与文化根源及当下危机[J].北京师范大学学报（社会科学版）,2006(4):12-17. 被引量：83
3曲正伟.教师的“身份”与“身份认同”[J].教育发展研究,2007,27(04A):34-38. 被引量：87
4佐藤学著.钟启泉译.课程与教师[M].北京:教育科学出版社,2003.
5鲍曼著.生活在碎片之中-论后现代道德[M].郁建兴等译.上海:学林出版社,2002:75-114.
6M ayer D. (1999) Building teaching identities: implications for pre-service teacher education, paper presented to the Australian Association for Research in Education, Melbourne.转引自Jakie Walkington. Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 2005, 33(1):53-64.
7Fred A.J.Korlhagen. In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 2004(20): 77-97.
8Bullough, R.V. Practicing theory and theorizing practice in teacher education [A]. J.Loughran & T. Russell (Eds.) Purpose, Passion and Pedagogy in Teacher Education[C]. London: Fahner Press,1997,21.
9Jansz, J. (1991). Person, Self, and Moral Demands. Leiden Univerity: DSWO press.
10Hargereaves, A. (1994). Changing Teachers, Changing Times. London: Falmer Press.