教师持续专业学习与发展:内涵、条件与评估--专访英国诺丁汉大学荣休教授戴杰思

The Connotation,Condition and Evaluation of Teachers’Continuing Professional Learning and Development:An Interview with Emeritus Professor Christopher Day at University of Nottingham

在教师发展领域,基于原有的教师“专业发展(PD)”“持续/连续专业发展(CPD)”,戴杰思教授进一步提出并强调教师“持续专业学习与发展(CPLD)”的概念。他认为,CPLD项目本质上是对教师实施的系列干预活动,主要是通过有意识地为教师提供有价值的学习内容和发展机会,促进教师的专业成长,从而实现学校的积极变革和可持续发展。在CPLD项目的设计和实施过程中,要重视教师的内因作用,特别是他们的情绪韧性;同时,学校在开展CPLD项目过程中,需要从四个方面保障其有效性,即正确认识教师学习的本质与改变、重视教师专业性、提升学校领导层重视度、创建专业学习共同体。由于教师工作的复杂性,CPLD项目实施效果的测量和评估需通过构建长期、多视角立体式的测评模式探索其有效的路径和方法。

Based on the original concepts of teachers’“professional development(PD)”and“continuing/continuous professional development(CPD)”,Professor Christopher Day further proposes and emphasizes the concept of teachers’“continuing professional learning and development(CPLD)”in the field of teacher development.He thinks that the CPLD project is essentially a series of intervention activities for teachers’growth,which mainly provides teachers with meaningful learning and development opportunities and content so as to achieve the positive change and sustainable development of schools.In the process of designing and implementing the CPLD project,much attention should be paid to the internal factors of teachers,especially their emotional resilience;meanwhile,in the process of carrying out the CPLD project,schools need to ensure its effectiveness from four aspects,namely,correctly understanding the nature and change of teachers’learning,attaching importance to teachers’professionalism,enhancing the attention of school leaders and creating a professional learning community.Due to the complexity of teachers’work,the measurement and evaluation of the implementation effect of the CPLD project need to explore its effective path and method by constructing a long-term,multi-perspective and three-dimensional evaluation model.