工作场域的学习情境如何推动幼儿园教师的专业学习?——一位优秀幼儿园教师专业学习历程的个案研究

A Case Study on How the Learning Situation in the Workplace Promotes Kindergarten Teachers' Professional Learning

学习与认知在本质上是情境性的,在教师学习新范式下,工作场域构成了教师学习的主要情境。本研究以全视角学习理论提出的双重学习情境为分析框架,以一位优秀幼儿园教师的专业学习历程为研究对象,运用扎根理论的方法对工作场域中的学习情境特征进行了探索,提出了工作场域中的学习情境与教师学习的互动模式。研究表明,直接情境在学习内容、学习方式和互动关系三个维度与教师产生交互,推动教师在每一个具体学习情境中的学习与发展;社会性情境为教师学习提供了跨界资源、实践共同体和学习氛围三方面的支持,并要求教师的主动参与以实现情境对学习的助推。教师作为主动的学习者是互动模式的核心,教师的主体能动性参与了直接情境各特征维度上的学习互动,教师的响应和直接情境的中介共同激活社会性情境对教师学习的支持。

Learning and cognition are situational.Under the new paradigm of teacher learning,the working field constitutes the main situation of teacher learning.This study takes the dual learning situation proposed by the full-perspective learning theory as the analytical framework,takes the professional learning process of an excellent kindergarten teacher as the research object,uses the method of grounded theory to carry out exploratory construction,and puts forward the interactive model of learning situation and teacher learning in the workplace.The research shows that the on-site situation interacts with the teacher in the three dimensions of learning content,learning style and power relationship,promoting the growth and development of the teacher in each on-site learning situation;the societal situation provides support to teacher learning from three aspects:boundary-crossing learning,communities of practice,and learning atmosphere,and requires teachers' active participation to realize the situation's boost to learning.As an active learner,the teacher is the core of the interaction model,the teacher's subjective initiative participates in the learning interaction in each characteristic dimension of the on-site situation,and the teacher's response and the medium of the on-site situation jointly activate the social situation to support the teacher's learning.