跨文化学习背景下职前教师反思水平研究——以中加互惠学习项目交换生为例
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摘要
在全球化背景下,教师的跨文化学习对其在知识、伦理、审美等方面的提升具有重要意义。研究选取中加互惠学习项目中8名职前教师作为研究对象,基于科瑟根的洋葱模型对这些教师在跨文化学习中的反思水平进行探讨。研究发现,职前教师反思水平总体呈非线性样态,具体在不同学科、不同阶段、不同场域的反思水平均呈现出差异状态。研究建议,在跨文化学习中应为职前教师提供更为宽广、持续的平台,避免其局限于零碎现象的学习,提升职前教师跨文化学习的文化自觉。
In the context of globalization, the cross-cultural learning of teachers is of great significance to teachers' improvement in knowledge, ethics and aesthetics. Taking eight pre-service teachers of RLTESECC project as cases, this study discusses the introspective level in cross-cultural study from the onion model of Korthagen. The study finds that the reflection level of pre-service teachers is generally non-linear, and in different disciplines, stages, and fields the reflection level is different. The study suggests that teacher education organization should provide a broad and continuous platform for teachers' cross-cultural learning, avoid confining to the fragmentary learning, and raise cultural consciousness of cross-cultural learning of pre-service teachers.
In the context of globalization, the cross-cultural learning of teachers is of great significance to teachers' improvement in knowledge, ethics and aesthetics. Taking eight pre-service teachers of RLTESECC project as cases, this study discusses the introspective level in cross-cultural study from the onion model of Korthagen. The study finds that the reflection level of pre-service teachers is generally non-linear, and in different disciplines, stages, and fields the reflection level is different. The study suggests that teacher education organization should provide a broad and continuous platform for teachers' cross-cultural learning, avoid confining to the fragmentary learning, and raise cultural consciousness of cross-cultural learning of pre-service teachers.
引文
[1]Korthagen F A J.In search of the essence of a good teacher:towards a more holistic approach in teacher education[J].Teacher and Teacher Education,2004,20(1):77-97.
[2]Korthagen F A J,Vasalos A.Levels in reflection:core reflection as a means to enhance professional growth[J].Teachers and Teaching:theory and practice,2005,11(1):47-71.
[3]李子建,陶丽,黄显涵.从教师改变水平看教师专业身份构成[J].教育发展研究,2016(18):66-71.
[4]Korthagen F A J,Vasalos A.Going to the core:deepening reflection by connecting the person to the profession[A].Lyons N.Handbook of reflection and reflection inquiry:mapping a way of knowing for professional reflection inquiry.Boston,MA,USA:Springer,2010:535.
[5]李彦花.教师专业认同与教师专业成长[J].课程·教材·教法,2009(1):78-83.
[6]Hargreaves A,Fullan M.Understanding teacher development[M].New York:Teachers College Press,1992:15.
(1)该项目由迈克尔·康奈利(Michael Connelly)教授和许世静教授负责,旨在探索不同国家或地区、文化和学校发展的基本经验,通过相互学习使学校之间共生发展。项目团队主要包括温莎大学、华东师范大学、西南大学、东北师范大学等高校的研究人员以及上海、重庆等地的一些中小学教师。在这个项目中,温莎大学和X大学每年都将互派20名左右职前教师进行跨文化学习,从2014年开始,每期交换生都将持续3个月的交换学习时间。
[2]Korthagen F A J,Vasalos A.Levels in reflection:core reflection as a means to enhance professional growth[J].Teachers and Teaching:theory and practice,2005,11(1):47-71.
[3]李子建,陶丽,黄显涵.从教师改变水平看教师专业身份构成[J].教育发展研究,2016(18):66-71.
[4]Korthagen F A J,Vasalos A.Going to the core:deepening reflection by connecting the person to the profession[A].Lyons N.Handbook of reflection and reflection inquiry:mapping a way of knowing for professional reflection inquiry.Boston,MA,USA:Springer,2010:535.
[5]李彦花.教师专业认同与教师专业成长[J].课程·教材·教法,2009(1):78-83.
[6]Hargreaves A,Fullan M.Understanding teacher development[M].New York:Teachers College Press,1992:15.
(1)该项目由迈克尔·康奈利(Michael Connelly)教授和许世静教授负责,旨在探索不同国家或地区、文化和学校发展的基本经验,通过相互学习使学校之间共生发展。项目团队主要包括温莎大学、华东师范大学、西南大学、东北师范大学等高校的研究人员以及上海、重庆等地的一些中小学教师。在这个项目中,温莎大学和X大学每年都将互派20名左右职前教师进行跨文化学习,从2014年开始,每期交换生都将持续3个月的交换学习时间。