基于职校教师专业学习的探究与思考
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摘要
教师专业学习具有实践性、情境性、自主性与反思性,是教师专业成长、自主发展的有效途径以及内在动力。职校教师的专业学习,不仅有助于丰富教师的管理经验、增强教师的专业能力,而且能够提升教师的职业素养。而当前职校教师的专业学习却存在氛围不佳、动力有限、通道不畅等问题。因此,应通过强化教师专业学习意识、提升领导的学习能力、打造专业学习共同体等路径,助力教师的专业学习。
Teacher professional learning is practical, situational, autonomy and reflective. It is an effective way and internal motivation for teachers' professional growth and independent development. The professional study of vocational school teachers not only helps to enrich teachers' management experience, enhances teachers' professional ability, but also enhances teachers' professional quality. However, there are some problems in the professional learning of vocational school teachers, such as poor atmosphere, limited motivation, and poor access.Therefore, it is necessary to strengthen the professional learning of teachers, enhance the learning ability of leaders, and create a professional learning community to help teachers' professional learning.
Teacher professional learning is practical, situational, autonomy and reflective. It is an effective way and internal motivation for teachers' professional growth and independent development. The professional study of vocational school teachers not only helps to enrich teachers' management experience, enhances teachers' professional ability, but also enhances teachers' professional quality. However, there are some problems in the professional learning of vocational school teachers, such as poor atmosphere, limited motivation, and poor access.Therefore, it is necessary to strengthen the professional learning of teachers, enhance the learning ability of leaders, and create a professional learning community to help teachers' professional learning.
引文
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[6] WEBSTER-WRIGHT A. Reframing professional development through understanding authentic Professional learning. Review of educational research,2009(79):702-739.
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[8]刘胜男.教师专业学习影响因素及作用机制研究[D].上海:华东师范大学,2016.
[9]谭友坤.隐性知识显性化:缄默知识观视域下新入职教师的实践智慧习得[J].中国成人教育,2016(2):142-144.
[10]林克松.工作场学习与专业化革新[D].重庆:西南大学,2014.
[11] SCHON D. A. The Reflective practitioner:How Professionals Think in Action[J]. Proceedings of the IEEE,2005(4):845-846.
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[2]陈向明.从教师“专业发展”到教师“专业学习”[J].教育发展研究,2013(8):1-7.
[3]詹春青,鲍银霞,杨慧敏.行动学习:教师专业学习的新范式[J].课程教学研究,2014(12):15-19.
[4] KRYSTYNA W. Action learning:an afterthought[J]. Journal of Workplace Learning,1997(9)92-93.
[5]贾义敏,詹春青.情境学习:一种新的学习范式[J].开放教育研究,2011(5):29-36.
[6] WEBSTER-WRIGHT A. Reframing professional development through understanding authentic Professional learning. Review of educational research,2009(79):702-739.
[7]裴淼,李肖艳.成人学习理论视角下的“教师学习”解读:回归教师的成人身份[J].教师教育研究,2014(6):16-21.
[8]刘胜男.教师专业学习影响因素及作用机制研究[D].上海:华东师范大学,2016.
[9]谭友坤.隐性知识显性化:缄默知识观视域下新入职教师的实践智慧习得[J].中国成人教育,2016(2):142-144.
[10]林克松.工作场学习与专业化革新[D].重庆:西南大学,2014.
[11] SCHON D. A. The Reflective practitioner:How Professionals Think in Action[J]. Proceedings of the IEEE,2005(4):845-846.
[12]周正,许超.对话与合作——米德与哈格里夫斯教师文化理论的比较与反思[J].教育理论与实践,2013(10):45-48.