新时代民族地区特殊教育教师专业共同体特征探析:基于实践共同体理论

Analysis of Characteristics of the Professional Community of Special Education Teachers in Regions Inhabited by Ethnic Groups in the New Era:Based on the Practice Community Theory

新时代背景下国家和社会层面对特殊教育教师的要求越来越清晰,多领域跨界合作型教师专业共同体成为特殊教育教师队伍的建设方向。民族地区特殊教育应对接国家战略,探索适应新时代民族地区特殊教育教师发展的新路径。基于实践共同体理论分析民族地区特殊教育教师专业共同体特征,可以发现教师发展有边界约束性、多元互融性、共同体边缘化发展的特征。促进民族地区特殊教育教师专业共同体发展需要建构教师充分参与的学习情境、培养合作文化,并最终促进跨界知识共享,实现核心价值统一。

In the background of new era,the state and the society have increasingly clear requirements for special education teachers.The multi-field trans-boundary cooperative teacher professional community has become the construction direction of special education teachers.Special education in regions inhabited by ethnic groups should match the national strategy and explore a new path to adapt to the development of special education teachers in regions inhabited by ethnic groups in the new era.Based on the practice community theory,this paper analyzes the characteristics of professional community of special education teachers in regions inhabited by ethnic groups and finds that the development of teachers is characterized by boundary constraint,pluralism,mutual integration and community marginalization.To promote the development of special education teachers’professional community in regions inhabited by ethnic groups,it is necessary to construct a learning situation with teachers’full participation,cultivate cooperative culture,and finally promote cross-boundary knowledge sharing to realize the unity of core values.