双环学习视域下卓越教师信念的塑造与调适

The Shaping and Adjustment of Outstanding Teachers’Beliefs from the Perspective of Double-loop Learning

该研究借用双环学习的理论视角,从具体个案的描述中,发现其单环学习、双环学习、跨界学习三个阶段性特征,其中新手学徒是典型单环学习,而双环学习需要教师信念的主动介入,在跨界学习中教师信念则需要从闭环走向开放。最后指出了四类推动机制:政策动力机制;学校专业发展机制;教师合作机制;理论活化机制。

Teacher’s belief is the core part of their professional ability and the converter of curriculum reform.The belief of outstanding teachers is worth studying.Using the theoretical perspective of double-loop learning,this study explored three basic characteristics of teacher belief development from the description of specific cases:single-loop learning,double-loop learning and cross-border learning.The novice apprentice stage refers to typical single-loop learning.In the double-loop learning stage,teachers’beliefs actively intervene in their professional development behaviors.In the stage of cross-border learning,teachers’beliefs need to move from a closed loop to an open one.Finally,this paper pointed out four mechanisms:policy driving mechanism,school professional development mechanism,teacher cooperation mechanism and theoretical activation mechanism.