校本教研参与对教师实践性知识的影响——组织支持感的中介作用及教师自我效能感的调节作用

The Effect of School-Based Teaching and Research Participation on Teachers’ Practical Knowledge: The Mediating Role of Organizational Support and the Regulation of Teachers’ Self-efficacy

教师的实践性知识是促进教师专业发展的重要因素,教师参与校本教研是获取实践性知识的一个重要途径。本研究为探究教师参与校本教研对实践性知识的影响,经过模型比较和模型验证后,提出了一个组织支持感显著正向中介校本教研参与对教师实践性知识的影响,教师自我效能感调节组织支持感对教师实践性知识的影响路径的模型。教师的校本教研参与在无形中形成了教师实践性知识管理的一种形式,成为教师实践性知识产生、流动、储存和共享的重要因素。根据本研究结论,可以从凸显校本教研重要性、完善校本教研管理机制和提高学校组织支持力度几个方面推动校本教研活动对教师实践性知识的促进。

Teachers’ practical knowledge is an important factor in promoting teachers’ professional development, and teachers’ participation in school-based teaching seminars is an important way to acquire practical knowledge. In this study, in order to investigate the effects of teachers’ participation in school-based teaching seminars on practical knowledge, a model which has undergone model comparison and model validation is constructed. The model consists two parts. The first part exams the mediation effect of organizational support on relationship between teachers’ participation in teaching seminars and practical knowledge. The other part exams teachers’ self-efficacy to moderate the path of organizational support which may has the mediation effect. Teachers’ participation in school-based teaching seminars forms a form of teachers’ practical knowledge management and becomes an important factor in the generation, flow, storage, and sharing of teachers’ practical knowledge. This study finds that the promotion of teachers’ practical knowledge by school-based teaching and research activities can be promoted in several ways, including highlighting the importance of school-based teaching and research, improving the management mechanism of school-based teaching and research, and expanding school organizational support.