名师作为学习领导者的角色实践与困境——基于上海市名师工作室的案例研究

The Practice and Dilemmas when Master Teachers Acting as Learning-leaders——A Case Study of Master Teacher Studios in Shanghai

随着"名师工程"的开展,"名师"的角色内涵与实践背景均发生了变化。名师肩负引领教师群体发展和教育创新的重任,是政策期待的领袖教师,是教师学习中的领导者。本文采取质性研究方法,以上海市名师工作室为案例,共访谈6个名师工作室的名师及学员教师24人。研究发现,作为领袖教师的名师主要通过建构有利于学员个体学习的活动结构(如设定合理的学习目标、调动优质学习资源、建立互信的师徒关系)来影响学员教师的个体专业学习与发展;名师对于建构和推动工作室内部具有自组织性质的群体性学习,缺乏必要的领导意愿和领导技能;等级化的教研制度既赋予名师领导权也制约其领导行动的深度。

The background and meaning of ＂ Master teacher＂ has been changed since the launch of ＂Mater teacher project＂. Master teachers carried the responsibility to lead teacher development and to achieve educational innovation, and thus being substantial leaders in teacher learning activities. This research is based on a qualitative ease study of 6 master teacher studios in Shanghai. 24 master teachers and their apprentice teachers are interviewed. It is found that： master teachers exert their leadership by constructing a structure that promoted individual learning of apprentice teachers; master teachers laek both intentions and skills to promote collective learning within the studios; master teachers are empowered by the teaching research system, but the hierarchical structure also limits their leadership in depth.