论“实践-引导-反思”取向的高校教师专业发展路径

On the Practice-Facilitation-Reflection Oriented Faculty Development

教师反思是教师专业成长的重要途径。目前高校教师专业发展活动多以被动的专家理论讲授为主,由于忽略了教学情境和教师作为实践者的能动性,缺乏对教师反思的专业引导和支持,教师对教学的反思内容和反思层次在很大程度上依赖于个体的悟性。本文试图在教师反思的相关理论基础上建构"实践-引导-反思"取向高校教师专业发展路径,并重点讨论了其实施过程中应注意的反思的层次、引导的方式及引导员的素质要求,以期为高校教师发展实践,特别是高校教师教育者自身成长提供切实的指导意义。

Reflection is an important way of faculty professional development. The main form of current faculty development program is the educational theory lecture by experts. Thispassivedevelopingway ignoring the teaching situation as wellasthe initiative ofthe practitioners. Because of lacking professional facilitators to guide and support faculty＇s reflection,the reflective content and reflection degree varies greatly between individual faculty members. In this paper,the Practice-FacilitationReflection（PFR） oriented faculty development path is being constructed based on related teacher reflection theories. This paper mainly discussed the levels of refection,ways of facilitation,and the qualifications for facilitators while using this pathway,so as to provide practical guidance to faculty development,especially for faculty developers as teacher educators.