教师专业发展自源性困境的根因与治理

Root Causes and Solution of the Self-Originated Dilemma of Teachers'Professional Development

教师专业发展自源性困境表现在动机、能力和机会三个方面。动机和意识有关,决定了发展的起点;能力和有效性有关,决定了发展可达到的速度和高度;机会和教师发展取向有关,决定了发展的方式。根据教师投身发展的积极程度的不同,教师的专业发展态度大致有四种:知而不改、改而无策、反思进取、分享共赢。解决教师专业发展的自源性问题有赖于学校和教师研究者的有效供给,学校作为教师专业实践的关键场域,需认真承担相应的支持义务和责任,提出并完善促进教师专业发展的对策;研究者需要调整既有的教师研究范式,以全面深度进入教师专业发展实践场域的方式,成为教师专业发展的策略提供者和方向引导者。

The self-originated dilemma of teachers'professional development is manifested in three aspects:motivation,ability,and opportunity.Motivation is related to awareness,which determines the starting point of teachers'professional development.Ability is related to effectiveness,which determines the speed and level of teachers'professional development.Opportunity is related to the approach of professional development,which determines the way in which the teachers update their knowledge and achieve the coordinated development of teaching and research.According to the different degrees of teachers'participation,there are roughly four scenarios of teachers'professional development:inertia,inability,activism and co-developmentalism.The solution lies in the effective supply of external resources by school authority and teaching researchers.School authorities are expected to assume the obligation and responsibility of putting forward measures to promote teachers'professional development.Researchers need to adjust the existing research paradigm,investigating into teachers'practice,to become the advisers and guiders of teachers'professional development.