教师课程领导学校场域与专业基质的个案研究
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摘要
工具主义取向的课程研究面对复杂的学校教育已凸显其局限性,随着课程改革的推进以及校本课程开发的兴起,学校课程领导和教师专业发展正逐渐成为教育研究不得不关心的课程问题。特别是新课程改革将课程管理的权力下放,课程领导的重要性与日俱增,教师课程领导也成为众望所归。在学校的课程发展过程中,了解教师课程领导的学校场域与专业基质,对于深入理解学校课程发展中的教师发展非常重要。
本研究从文化—个人观的视角出发,运用场域的方法论,着重了解教师课程领导的学校场域、教师课程领导的专业基质,并解释教师课程领导行为产生的原因。采用以族志学为主的研究方法,以E小学和F小学两所学校为分析单位,两位教师课程领导者为主要研究对象,利用深度访谈、参与式观察和文件分析等方法,呈现了教师课程领导者在专业学习社群中的领导行为,分析了教师课程领导学校场域和专业基质的现状,对其进行解释,并给出相关改进的建议。
引言部分主要阐述本研究问题产生的背景,包括国内外的研究现状以及采用的研究方法,并描述本研究的分析框架。
第一章,属于文献综述部分,主要介绍教师课程领导的相关理论,包括领导学理论、课程领导理论和教师领导理论,并界定相关概念。
第二章和第四章分析两所小学E小学和F小学的学校场域,从学校的制度、结构、愿景和文化四个方面来进行描述,并说明两所小学校长领导风格的不同。从场域、惯习和资本三个方面去探索教师课程领导的学校场域。
第三章和第五章也是本研究的重点,介绍两所小学的教师课程领导的专业基质,具体地包括教师课程领导者的特质、动机,教师课程领导的权力,教师课程领导在专业学习群体中的角色和影响。
第六章,是本研究的结论与建议。研究发现,教师课程领导者是教师专业社群发展的启动支点。适合教师课程领导者成长的场域有明显特征,即在学校文化、制度、结构、愿景等方面都能体现出来。在不同的学校文化背景下,教师课程领导呈现出不一样的特征,也因此,教师课程领导是一项校本化任务,而不是简单的照抄照搬。另外,每种教师课程领导行为的产生受到领导动机、学校场域、教师团体关系等学校环境的影响。校长课程领导影响教师课程领导,非正式职位的教师课程领导并不会自发产生,需要学校提供成长的土壤。
研究建议创造良好的教师课程领导场域,要注重学校文化的建设,制定激励机制,推进学校课程权力的下移。加强校长的课程领导力,并关注教师的个人意识,尤其是对自身专业发展和领导的影响,提升教师课程领导的实效。
Instrumentalism-oriented curriculum study has highlighted its limitations facing the complicated school education, as promoting of curriculum reform and the rising of school-based curriculum development, school curriculum leadership and teacher professional development is becoming a concerned curriculum issue for educational study. Especially, the new curriculum reform advocate decentralizing the power of curriculum management, the importance of curriculum leadership is increasing, teachers’curriculum leadership has become widely expected. In the process of school curriculum development, knowing the school field and disciplinary matrix of teachers’curriculum leadership is important for in-depth understanding teacher development in school curriculum development.
From the perspective of culture-personal, the study adopts field methodology,focuses on understanding the school field and disciplinary matrix of teachers’curriculum leadership, and explains the reasons of the behavior of teacher curriculum leadership. Researcher mainly adopts the ethnographic research method. Primary school E and primary school F are chosen as the units of analysis, two curriculum leaders as the main objects of study. By the means of depth interviews, participant observation and document analysis, the study shows the lead behavior of teacher curriculum leader in professional learning community, also analyzes curriculum leadership of the school field and disciplinary matrix, interpretes them and gives relevant suggestions for improvement.
Introduction mainly presents the background of this study, including domestic and international current research and the study method, and describes the analytical framework of this study.
The first chapter, which is the part of literature review, introduces the theory of teachers’curriculum leadership, including leadership theory, curriculum leadership theory and teacher leadership theory, furthermore defining the relevant concepts.
ChapterⅡandⅣdescribe the field of primary school E and primary school F. From four aspects of school system, structure, vision and culture, the researcher analyzes and explains the different leadership styles of principals in two primary schools.
ChapterⅢandⅤare the core part of this study. The researcher introduces disciplinary matrix of teachers’curriculum leadership in two primary schools. The content concretely includes the specific characteristics, motivation and power of teacher curriculum leader, the role and impact of teachers’curriculum leader in professional learning community.
ChapterⅥis the conclusions and recommendations. This study finds that teacher curriculum leaders are starting the fulcrum of teacher professional community development. The suitable field for curriculum leaders to grow has obvious features that can be reflected in the school culture, system, structure, vision, etc. In different cultural contexts of schools, teachers’curriculum leadership showed different characteristics, therefore, teachers’curriculum leadership is a school-based task, rather than simple copying. In addition, each behavior of teachers’curriculum leadership is influenced by motivation of the leaders, school field, teacher community relations. Principal’s curriculum leadership influences teachers’curriculum leadership. Informal teachers’curriculum leadership will not spontaneously generate, but need the school to offer growing soil.
The study suggests that to create a good field for teachers’curriculum leadership, we should pay attention to the construction of school culture, develop incentives and promote the downward movement of the school curriculum power. Moreover, strengthen principals’curriculum leadership and pay close attention to personal awareness of teachers, especially for their own professional development and the impact of leadership to enhance the effectiveness of teachers’curriculum leadership.
本研究从文化—个人观的视角出发,运用场域的方法论,着重了解教师课程领导的学校场域、教师课程领导的专业基质,并解释教师课程领导行为产生的原因。采用以族志学为主的研究方法,以E小学和F小学两所学校为分析单位,两位教师课程领导者为主要研究对象,利用深度访谈、参与式观察和文件分析等方法,呈现了教师课程领导者在专业学习社群中的领导行为,分析了教师课程领导学校场域和专业基质的现状,对其进行解释,并给出相关改进的建议。
引言部分主要阐述本研究问题产生的背景,包括国内外的研究现状以及采用的研究方法,并描述本研究的分析框架。
第一章,属于文献综述部分,主要介绍教师课程领导的相关理论,包括领导学理论、课程领导理论和教师领导理论,并界定相关概念。
第二章和第四章分析两所小学E小学和F小学的学校场域,从学校的制度、结构、愿景和文化四个方面来进行描述,并说明两所小学校长领导风格的不同。从场域、惯习和资本三个方面去探索教师课程领导的学校场域。
第三章和第五章也是本研究的重点,介绍两所小学的教师课程领导的专业基质,具体地包括教师课程领导者的特质、动机,教师课程领导的权力,教师课程领导在专业学习群体中的角色和影响。
第六章,是本研究的结论与建议。研究发现,教师课程领导者是教师专业社群发展的启动支点。适合教师课程领导者成长的场域有明显特征,即在学校文化、制度、结构、愿景等方面都能体现出来。在不同的学校文化背景下,教师课程领导呈现出不一样的特征,也因此,教师课程领导是一项校本化任务,而不是简单的照抄照搬。另外,每种教师课程领导行为的产生受到领导动机、学校场域、教师团体关系等学校环境的影响。校长课程领导影响教师课程领导,非正式职位的教师课程领导并不会自发产生,需要学校提供成长的土壤。
研究建议创造良好的教师课程领导场域,要注重学校文化的建设,制定激励机制,推进学校课程权力的下移。加强校长的课程领导力,并关注教师的个人意识,尤其是对自身专业发展和领导的影响,提升教师课程领导的实效。
Instrumentalism-oriented curriculum study has highlighted its limitations facing the complicated school education, as promoting of curriculum reform and the rising of school-based curriculum development, school curriculum leadership and teacher professional development is becoming a concerned curriculum issue for educational study. Especially, the new curriculum reform advocate decentralizing the power of curriculum management, the importance of curriculum leadership is increasing, teachers’curriculum leadership has become widely expected. In the process of school curriculum development, knowing the school field and disciplinary matrix of teachers’curriculum leadership is important for in-depth understanding teacher development in school curriculum development.
From the perspective of culture-personal, the study adopts field methodology,focuses on understanding the school field and disciplinary matrix of teachers’curriculum leadership, and explains the reasons of the behavior of teacher curriculum leadership. Researcher mainly adopts the ethnographic research method. Primary school E and primary school F are chosen as the units of analysis, two curriculum leaders as the main objects of study. By the means of depth interviews, participant observation and document analysis, the study shows the lead behavior of teacher curriculum leader in professional learning community, also analyzes curriculum leadership of the school field and disciplinary matrix, interpretes them and gives relevant suggestions for improvement.
Introduction mainly presents the background of this study, including domestic and international current research and the study method, and describes the analytical framework of this study.
The first chapter, which is the part of literature review, introduces the theory of teachers’curriculum leadership, including leadership theory, curriculum leadership theory and teacher leadership theory, furthermore defining the relevant concepts.
ChapterⅡandⅣdescribe the field of primary school E and primary school F. From four aspects of school system, structure, vision and culture, the researcher analyzes and explains the different leadership styles of principals in two primary schools.
ChapterⅢandⅤare the core part of this study. The researcher introduces disciplinary matrix of teachers’curriculum leadership in two primary schools. The content concretely includes the specific characteristics, motivation and power of teacher curriculum leader, the role and impact of teachers’curriculum leader in professional learning community.
ChapterⅥis the conclusions and recommendations. This study finds that teacher curriculum leaders are starting the fulcrum of teacher professional community development. The suitable field for curriculum leaders to grow has obvious features that can be reflected in the school culture, system, structure, vision, etc. In different cultural contexts of schools, teachers’curriculum leadership showed different characteristics, therefore, teachers’curriculum leadership is a school-based task, rather than simple copying. In addition, each behavior of teachers’curriculum leadership is influenced by motivation of the leaders, school field, teacher community relations. Principal’s curriculum leadership influences teachers’curriculum leadership. Informal teachers’curriculum leadership will not spontaneously generate, but need the school to offer growing soil.
The study suggests that to create a good field for teachers’curriculum leadership, we should pay attention to the construction of school culture, develop incentives and promote the downward movement of the school curriculum power. Moreover, strengthen principals’curriculum leadership and pay close attention to personal awareness of teachers, especially for their own professional development and the impact of leadership to enhance the effectiveness of teachers’curriculum leadership.
引文
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