中学数学教研员的“专业知识”“能力”及其“发展”

Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China

先让中学数学教研员对PKC发展现状进行自评,并对PKC的期望及其发展途径作出评价;然后通过开放性问题收集了教研员对PKC维度和PKC发展途径的补充意见;再通过多种量化分析方法,探索了教研员PKC的特征、教研员对PKC的期望、教研员的基本信息、教研员的PKC发展自评等之间的关系.结果表明,被试认同研究提出的PKC六维模型.虽然在不同维度的发展上存在差异,但总体而言,教研员对自己PKC的发展很有自信.因素分析显示,模型的6个维度可以进一步归纳为两个部分：（1）关于教与学的知识以及在指导和领导方面的能力;（2）关于学习内容、学生评价和信息技术运用方面的知识.被试认为,他们的专业发展途径包括：通过阅读、参加培训活动、参与和指导学校和跨地区的教研活动、观察和讨论课堂以及通过网络学习共同体进行经验分享,中学数学教研员专业水平的提升是这些途径共同作用的结果.

The purpose of this study is to explore what professional knowledge and competence （PKC） that knowledgeable others, namely, mathematics teaching research specialists （MTRS） in China, need to know, and how they may develop their PKC. This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS＇ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others＇ knowledge and competence, and its development. The data analysis reveals that the participants appreciated the six-dimension model of MTRS＇ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components： （i） knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and （ii） knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including： learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across-regions, observing and debriefing lessons, sharing within online learning communities.