新时代背景下教师专业性研究综述——基于指向教育公平与卓越的分析视角
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摘要
近年来以教育公平与卓越为指向,在关注全球范围内教师教育的理念、政策与经验的研究中,凸显出对教师专业性的深入思考。研究者们对于这一语境下教师专业性的探讨聚焦于时代背景的批判性分析,教师专业性的内涵分析,以及教师专业性发展的可能路径探讨,包括宏观层面的教师教育生态系统的构建与微观层面教师教学行为与教师学习的变革。
Now a days,more and more researchers paid close attention to the teacher's professional development highlighted by the ideas,policies and experiences of teacher education on the theme of "Equity and Excellence in Education". The scholars' discussions on the professional development of teachers in this context focus on the critical era background,the connotation of teacher's professional development,the possible path of teacher's professional development including the construction of teacher educational ecosystemand reform of teaching and teacher's learning.
Now a days,more and more researchers paid close attention to the teacher's professional development highlighted by the ideas,policies and experiences of teacher education on the theme of "Equity and Excellence in Education". The scholars' discussions on the professional development of teachers in this context focus on the critical era background,the connotation of teacher's professional development,the possible path of teacher's professional development including the construction of teacher educational ecosystemand reform of teaching and teacher's learning.
引文
[1]张民选,朱兴德,吕杰昕,等.公平而卓越:世界教育发展的新追求[J].教育发展研究,2008(19):1-5.
[2]唐任伍,张伟群,汪珞.管理主义行为的价值迷思及其矫正[J].中国行政管理,2016(1):58-62.
[3]Michael A.Peters.Discourses of Teacher Quality:Problems,Politics and Policies[C]//第三届全球教师教育峰会,北京,2017.
[4]Sachs J.Teacher professionalism:why are we still talking about it?[J].Teachers&Teaching,2016,22(4):413-425.
[5]Skourdoumbis A.International‘benchmarking'studies and the identification of‘education best practice':a focus on classroom teachers and their practices[J].Australian Educational Researcher,2014,41(4):411-423.
[6]Biesta G.What is Education For?On Good Education,Teacher Judgement,and Educational Professionalism[J].European Journal of Education,2015,50(1):75-87.
[7]Hannele Niemi.Teacher Education at a Crossroad:Educational Eco-Systems for Equity and Quality of Learning[C]//第三届全球教师教育峰会,北京,2017.
[8][9]Cochran-Smith M,Ell F,Grudnoff L,et al.Initial teacher education:What does it take to put equity at the center?[J].Teaching&Teacher Education,2016,57:67-78.
[10]Greg Shaw,蔡敬新,冯晓英,等.信息时代的教师专业发展[C]//第三届全球教师教育峰会,北京,2017.
[11]陈伟.西方大学教师专业化[M].北京:北京大学出版社,2008:6.
[12]Lin Goodwin.Looking beyond the 21st Century:Transforming Teacher Education to Prepare Quality Teachers for the(Unknown)Future[C]//第三届全球教师教育峰会,北京,2017.
[13][24]Julia Gillen.Heterogeneity and Diversity as Requirements of Schools and Education[C]//第三届全球教师教育峰会,北京,2017.
[14]Chris Davison.Enhancing teacher assessment literacy:One approach to improving teacher knowledge and skills in Australia[C]//第三届全球教师教育峰会,北京,2017.
[15]Hargreaves A.The emotional practice of teaching[J].Teaching&Teacher Education,1998,14(8):835-854.
[16]Christopher Day.Teachers'Worlds and Work:Understanding Complexity,Building Quality[C]//第三届全球教师教育峰会,北京,2017.
[17]Edwards G,Thomas G.Can reflective practice be taught?[J].Educational Studies,2010,36(4):403-414
[18]朱旭东.论教师的全专业属性[J].教育发展研究,2017,37(10):1-7.
[19]Dotger B H.Core Pedagogy:Individual Uncertainty,Shared Practice,Formative Ethos[J].Journal of Teacher Education,2015,66(3):215-226.
[20]Bronfenbrenner U.The Ecology of Human Development:Experiments by Nature and[M].London:Harvard University Press,1979.
[21]秦玉友.2016-2030年中国城乡义务教育师资需求预测[C]//第三届全球教师教育峰会,北京,2017.
[22]黄嘉莉.教师教育品质保证机制---台湾经验[C]//第三届全球教师教育峰会,北京,2017.
[23]卢乃桂.为推动教育卓越与公平的教师流动政策[C]//第三届全球教师教育峰会,北京,2017.
[25]饶从满.教育实践课程对职前教师从教准备度的影响研究---自我效能的视角[C]//第三届全球教师教育峰会,北京,2017.
[26]顾青.发展教师与学校领导者:学校伙伴合作是否产生作用[C]//第三届全球教师教育峰会,北京,2017.
[27]李子建.大学-中小学-政府伙伴关系构建下的教师教育:来自中国师范大学的经验[C]//第三届全球教师教育峰会,北京,2017.
[28]Zhao,Y..World Class Learners:Educating Creative and Entrepreneurial Students[M].Thousand Oaks,CA:Corwin,2012.
[29]金生鈜.无知之教与智性解放[C]//第三届全球教师教育峰会,北京,2017.
[30][35]佐藤学.静悄悄的革命[M].长春:长春出版社,2003:18-38.
[31]Biesta G.What is Education For?On Good Education,Teacher Judgement,and Educational Professionalism[J].European Journal of Education,2015,50(1):75-87.
[32]Kelchtermans G.CPD for professional renewal:moving beyond knowledge for practice[M]//C.Day,J.Sachs.International handbook on the continuing professional development of teachers.Maidenhead:Open University Press,2004:220.
[33]Borko H.Professional Development and Teacher Learning:Mapping the Terrain[J].Educational Researcher,2004,33(8):3-15.
[34]Lee D,Lee W O.A Professional Learning Community for the New Teacher Professionalism:The Case of a State-Led Initiative in Singapore Schools[J].British Journal of Educational Studies,2013,61(4):435-451.
[36]Hargreaves A.A decade of educational change and a defining moment of opportunity-an introduction[J].Journal of Educational Change,2009,10(2):89-100.
[37]朱旭东,李育球.论教师全专业意识的内涵及其唯物主义基础[J].云南师范大学学报,2018,50(1):116-123.
[38]佐藤学.Learning to Teach in Professional Learning Community:Enhancing the Cycle of Design,Practice and Reflection[C]//第三届全球教师教育峰会,北京,2017.
(1)这一观点主要呈现在1966年国际劳工组织和联合国教科文组织发布的《关于教师地位的建议》中。
[2]唐任伍,张伟群,汪珞.管理主义行为的价值迷思及其矫正[J].中国行政管理,2016(1):58-62.
[3]Michael A.Peters.Discourses of Teacher Quality:Problems,Politics and Policies[C]//第三届全球教师教育峰会,北京,2017.
[4]Sachs J.Teacher professionalism:why are we still talking about it?[J].Teachers&Teaching,2016,22(4):413-425.
[5]Skourdoumbis A.International‘benchmarking'studies and the identification of‘education best practice':a focus on classroom teachers and their practices[J].Australian Educational Researcher,2014,41(4):411-423.
[6]Biesta G.What is Education For?On Good Education,Teacher Judgement,and Educational Professionalism[J].European Journal of Education,2015,50(1):75-87.
[7]Hannele Niemi.Teacher Education at a Crossroad:Educational Eco-Systems for Equity and Quality of Learning[C]//第三届全球教师教育峰会,北京,2017.
[8][9]Cochran-Smith M,Ell F,Grudnoff L,et al.Initial teacher education:What does it take to put equity at the center?[J].Teaching&Teacher Education,2016,57:67-78.
[10]Greg Shaw,蔡敬新,冯晓英,等.信息时代的教师专业发展[C]//第三届全球教师教育峰会,北京,2017.
[11]陈伟.西方大学教师专业化[M].北京:北京大学出版社,2008:6.
[12]Lin Goodwin.Looking beyond the 21st Century:Transforming Teacher Education to Prepare Quality Teachers for the(Unknown)Future[C]//第三届全球教师教育峰会,北京,2017.
[13][24]Julia Gillen.Heterogeneity and Diversity as Requirements of Schools and Education[C]//第三届全球教师教育峰会,北京,2017.
[14]Chris Davison.Enhancing teacher assessment literacy:One approach to improving teacher knowledge and skills in Australia[C]//第三届全球教师教育峰会,北京,2017.
[15]Hargreaves A.The emotional practice of teaching[J].Teaching&Teacher Education,1998,14(8):835-854.
[16]Christopher Day.Teachers'Worlds and Work:Understanding Complexity,Building Quality[C]//第三届全球教师教育峰会,北京,2017.
[17]Edwards G,Thomas G.Can reflective practice be taught?[J].Educational Studies,2010,36(4):403-414
[18]朱旭东.论教师的全专业属性[J].教育发展研究,2017,37(10):1-7.
[19]Dotger B H.Core Pedagogy:Individual Uncertainty,Shared Practice,Formative Ethos[J].Journal of Teacher Education,2015,66(3):215-226.
[20]Bronfenbrenner U.The Ecology of Human Development:Experiments by Nature and[M].London:Harvard University Press,1979.
[21]秦玉友.2016-2030年中国城乡义务教育师资需求预测[C]//第三届全球教师教育峰会,北京,2017.
[22]黄嘉莉.教师教育品质保证机制---台湾经验[C]//第三届全球教师教育峰会,北京,2017.
[23]卢乃桂.为推动教育卓越与公平的教师流动政策[C]//第三届全球教师教育峰会,北京,2017.
[25]饶从满.教育实践课程对职前教师从教准备度的影响研究---自我效能的视角[C]//第三届全球教师教育峰会,北京,2017.
[26]顾青.发展教师与学校领导者:学校伙伴合作是否产生作用[C]//第三届全球教师教育峰会,北京,2017.
[27]李子建.大学-中小学-政府伙伴关系构建下的教师教育:来自中国师范大学的经验[C]//第三届全球教师教育峰会,北京,2017.
[28]Zhao,Y..World Class Learners:Educating Creative and Entrepreneurial Students[M].Thousand Oaks,CA:Corwin,2012.
[29]金生鈜.无知之教与智性解放[C]//第三届全球教师教育峰会,北京,2017.
[30][35]佐藤学.静悄悄的革命[M].长春:长春出版社,2003:18-38.
[31]Biesta G.What is Education For?On Good Education,Teacher Judgement,and Educational Professionalism[J].European Journal of Education,2015,50(1):75-87.
[32]Kelchtermans G.CPD for professional renewal:moving beyond knowledge for practice[M]//C.Day,J.Sachs.International handbook on the continuing professional development of teachers.Maidenhead:Open University Press,2004:220.
[33]Borko H.Professional Development and Teacher Learning:Mapping the Terrain[J].Educational Researcher,2004,33(8):3-15.
[34]Lee D,Lee W O.A Professional Learning Community for the New Teacher Professionalism:The Case of a State-Led Initiative in Singapore Schools[J].British Journal of Educational Studies,2013,61(4):435-451.
[36]Hargreaves A.A decade of educational change and a defining moment of opportunity-an introduction[J].Journal of Educational Change,2009,10(2):89-100.
[37]朱旭东,李育球.论教师全专业意识的内涵及其唯物主义基础[J].云南师范大学学报,2018,50(1):116-123.
[38]佐藤学.Learning to Teach in Professional Learning Community:Enhancing the Cycle of Design,Practice and Reflection[C]//第三届全球教师教育峰会,北京,2017.
(1)这一观点主要呈现在1966年国际劳工组织和联合国教科文组织发布的《关于教师地位的建议》中。