大学与中学数学教师合作促进教师发展的个案研究

Promoting Teacher Learning through Collaboration between Teachers and Researchers:A Case Study

教师合作学习一直是教师教育所关注的话题.基于温格的学习实践共同体概念,通过班尼斯特的框架,对6位初中教师参与大学教师合作教研过程进行了分析.以具体内容和网络平台资源的应用作为分析片段,用实证的、社会文化学的视角去揭示合作过程中教师的学习和专业成长.研究发现:在合作共同体中,教师的角色由被动到主动,担当了“问题的提出者”和“合作问题的解决者”.研究者可以更好地了解教学实际,开展有针对性的研究,改进资源的质量,为丰富班尼斯特教师教育社会文化学分析框架,探讨大学与中学有效的合作模式,都有一定的借鉴作用.

Collaborative teaching research(CTR)has always been the focus of teacher education.This study explores the process of teaching and research cooperation between university researchers and middle school mathematics teachers and how teachers and researchers learn from collaborative research.Based on Wenger’s concept of community of practice,this study used the theoretical framework developed by Bannister and teacher participation patterns to describe six middle school mathematics teachers’learning process within CTR.Through the analysis of segments of discussion of the specific content and the application of digital resources within a network platform,the researchers aim to reveal the professional growth of both teachers and researchers in the process of cooperation from an empirical and sociocultural perspective.It was found that the teachers changed their identify from“problem posers and solution receivers”to“collaborative problem solvers”whereas the researchers could learn more about the reality of teaching,improve the quality of teaching resources and teaching research,and build partnerships with teachers.This study enriches Bannister’s framework by providing detailed analysis of the collaborative work between teachers and researchers in a well-established,school-based teacher community.It also shows a successful case of how university researchers can cooperate closely with front-line mathematics teachers’groups.