透析生活史研究在古德森教师研究中的角色

On the Role of Life History Research in Goodson’s Teacher Studies

生活史研究已日渐运用于当代教育研究中。英国教育社会学家艾沃·古德森不仅较早地将其用于课程研究,还更多地用于教师研究。文章考察了古德森不同阶段的教师研究,分析了生活史研究在教师研究中所扮演的角色:为教师生活研究提供研究方法;为在“中间地带”建构理论提供资源;为促成教师“叙事学习”和“叙事教学”场域奠定基础。指出运用生活史研究是古德森教师研究生涯中一以贯之的思想,背后有其对教师深刻的社会关怀。这一思想在其教师研究中扮演着多重角色,对我国教师和教师教育研究者及实践者而言,有诸多借鉴意义。

Life history research has been increasingly applied to the field of educational research today. British educationalist Ivor Goodson applied life history research not only to curriculum studies long ago, but also widely to teacher studies. Based on different periods of Goodson's researches on teachers, this article investigates and analyzes his thought on teacher studies, finding that life history research plays multiple roles in his studies, which embodies in his research methodology concern in studying teachers' lives, his ideas about educational theory building on"middle ground", and his current works on"narrative learning"theory and"narrative pedagogy". Life history research as an enduring principle in his teacher studies at different periods reflects his deep social concern to teachers and might offer some insightful implications to teachers as well as the researchers and practitioners in teacher education.