基于扎根理论的职前教师互惠学习理论模型——以RLTESECC项目中加交换生为例

Theoretical Model of Pre-Service Teachers’ Reciprocal Learning Based on Grounded Theory——A Case Study of Exchange Students in RLTESECC Project

在知识经济社会中,知识的开放性使得学习的互动性与共享性增强,研究选取Reciprocal Learning in Teacher Education and School Education between Canada and China（简称RLTESECC）项目中赴加拿大温莎大学交换学习的中国某大学职前教师为个案,以其反思日志与访谈资料及中加交换生学校视频会议记录为文本分析数据,根据扎根理论研究方法,从互惠学习的场域、动机、内容、策略与效果等维度构建职前教师互惠学习理论模型。由此得出3个结论：职前教师的跨文化互惠学习内容是全景式的,教师间的互动内容表现出求同存异的特性,互惠学习影响力度与教师自我专业觉知度有关。

The openness of knowledge enhances the interactivity and sharingof learning in the knowledge-based economic society.The study selectedas a casethe pre-service teachers in a Chineseuniversity who participated in the project of ＂ reciprocal learning in teacher education and school education between Canada and China（ RLTESECC） ＂ and went to University of Windsor,Canada for exchange learning. The data were selected from the reflectivejournals and interview of the Chinese pre-service teachers and the video conference recording of the sister schoolsin Canada and China. Based on grounded theory the study constructed the theoretical model of pre-service teachers＇ reciprocal learning from the dimensions of mutual learning field,motivations,contents,strategies and effects.Finally,it concludes that pre-service teachers＇ cross-cultural reciprocal learning contents arepanoramic; the interactions between teachers showthe characteristics of seeking common ground while reserving differences; the influence of reciprocal learning is related with teachers＇ self-professional awareness.