从“合而不作”到“合作共赢”:对我国校际教研共同体中教师合作现状的探索性分析

From Ineffective Collaboration to Genuine Cooperation:Uncovering the teachers' collaboration in Teaching Research Communities between Schools in China

依托教育集团或校际联盟构建校际间教研共同体已成为区域推进教师专业发展的重要措施。本文基于837名教师的调研数据,对当前校际教研共同体中教师的合作体验进行了实证研究。研究发现,教师跨校合作呈现出集体合作行动先行的局面;不同学校类型、学段及教龄的教师跨校合作体验存在差异;近三分之一的教师跨校合作体验处于"合而不作"状态,但超过两成教师的合作体验呈现出"合作共赢"的态势。分析认为,重视专业合作的内在动力机制生成、构建支持型合作共生关系、区分不同教师的专业发展需求应是未来提升校际教研共同体中教师专业合作效果的可能路径。

With the rising of collective school running strategies, Teaching Research Communities between schools is one of popular mechanisms of balanced high quality development of regional schools and their teacher professional development. This study,based on the framework of teacher collaboration in professional learning community（PLC）, analyzed the teachers＇ perceptions of collaboration in such cross-school Teaching Research Communities in C district of the D city, China. The findings of the study showed more evidence about teachers＇ concrete behavioral change of participating in collaboration conducted by contrived cross-school learning communities, however, demonstrated relatively limited level of deprivation of practice related to the hierarchical relationships among teachers within the community. While one third of sample teachers reported none of characteristics of genuine collegiality emerged in their collaboration, nearly 20 percent of them viewed their collaboration as genuine collegiality. The paper concludes that building a genuine cross-school Teaching Research Communities is a time-consuming task. Continuously developing shared sense of mission and vision, creating collective mind and emotional connection, making shared artifacts, seem to contribute for developing genuine collegiality and regional school improvement.