卓越教师经历的学习过程特征及启示——10位个案教师学习经历的跨案例研究

Features and Inspiration from Outstanding Teachers′ Learning Experience——Cross-case Analysis Based on Ten Teachers′ Learning Experience

卓越教师培养一直在教育政策和区域教师教育工作中倍受重视,但缺乏微观层面对这一群体教师所经历的学习过程特征的探讨。基于对10位卓越教师所经历的学习过程的个案研究成果,应用跨案例研究法,采用“环境—过程—结果”(EPO)框架得到了卓越教师经历的学习过程中所呈现的特征:卓越教师在学习环境中体验到高挑战性的任务和积极的组织氛围,在学习过程中表现出高水平的内部学习动机和情感意志,学习互动以个体主动投入式为主,经历的学习内容具有多元性和差异性,学习结果更多指向来自内部的专业成就感或价值感。对卓越教师学习设计者和教师继续教育决策者提出如下建议:卓越教师的学习环境需要突出工作场域和高挑战任务特征,教师的学习过程中需要加强学习互动的设计,教师的学习结果预期亟须超越以往狭隘的知识或能力观。

Outstanding teachers′ training has always been given priorities in educational policies and regional teachers′ education,but few studies have discussed the features of learning experience of outstanding teachers from a micro perspective.This research,based on the case study on ten outstanding teachers′ learning experience,has adopted the cross-case analysis method to have analytical induction to gain the features of outstanding teachers′ learning experience from the perspective of "environment-process-outcome"(EPO) evaluation framework.Here are some findings:outstanding teachers can experience highly challenging tasks and positive organizational atmosphere in the learning environment,they have high-level intrinsic motivation and strong will,their learning interaction is featured in active input of individuals and learning content is diversified and differentiated,and their learning outcome tends to point at internal professional achievement and sense of value.Suggestions are given as follows for the designers of outstanding teachers′ learning and policy makers of teachers′ continuing education:teachers′ learning environment should highlight the features of working place and challenging tasks;teachers′ learning process should strengthen the design of learning interaction;and teachers′ learning outcome should go beyond the narrow-minded view of knowledge learning or competence cultivation.