叙事探究下的CSL教师成长史研究——实践性知识的积累

A Narrative Inquiry of CSL Teachers' Growth History: The Accumulation of Practical Knowledge

在CSL教师教育研究转向的大背景下,本文采用叙事探究的方法,以三个教师"叙事"片段,从教师成长史的视角,讨论了CSL教师实践性知识的形成与积累过程,并指出叙事探究这种研究范式对教师专业发展,尤其是教师个人专业发展过程的研究及教师自身专业发展都具有重要意义。

At present, the content and method of CSL teacher education research are beginning to change. Adopting a narrative inquiry approach, this paper discusses the formation and accumulation of CSL teachers' practical knowledge from the perspective of teachers' growth history through three teachers' narrations. Besides, the paper points out that narrative inquiry, as a research paradigm, is significant not only to the research on the teachers' development process, but also to their personal professional development.