轮岗交流教师的学习领导信念、行为与影响:基于北京市Z区的调查

Rotating teachers' Beliefs,Behaviors and Influences of Learning Leaders:Based on the Investigation of Z Area in Beijing

本文基于学习领导的视角,探讨了北京市Z区轮岗交流教师的学习领导信念、领导行为与影响路径。在轮岗交流中,教师学习领导秉持学习者中心的教学观,其自身亦是主动的学习者,这一学习领导行为主要体现在教育教学实践示范、引领学科发展与促进研究、指导年轻教师与促进教师成长、引入校外资源与拓展辐射面等方面。教师学习领导者主要通过促进学生与教师成长、促进学科特色发展与引领研究、帮助形塑学校良好的文化氛围等路径来发挥其领导力,并最终促进学生学习及教育质量提升。最后,文章就如何提升教师的学习领导力提出了策略建议。

Based on the perspective of learning leadership, this article discusses the leadership beliefs, leadership behaviors, and impact paths of teachers in the Z-Zone exchange program in Beijing and the effectiveness of student learning. The teacher learning leadership in rotation communication upholds the learner-centered teaching concept. Its learning leadership behavior is mainly embodied in the demonstration of education and teaching practice, leading the development of disciplines and promoting research, and guiding young teachers and promotion, teacher growth, the introduction of extra-curricular resources, and the development of radiating surfaces. Teacher learning leaders play their leadership roles mainly by promoting the growth of students and teachers, promoting the development of academic characteristics and leading research, and helping shape the cultural atmosphere of schools, and ultimately promote students＇ learning and improve the quality of education. In the end, the article proposes strategic suggestions on how to improve teachers＇ learning leadership.