愿景管理视阈下的教师专业共同体发展
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摘要
愿景管理是通过教师群体以共同的价值取向、共同的行为准则为基础,建构起学校发展的共同愿景,从而激发全体教师的工作积极性、主动性、创造性,以达到学校教育教学管理实现最优化、人性化、持续化的一种管理理念。实施愿景管理,学校应将教师个人愿景融入共同愿景之中,在教师个体发展耦合专业共同体的运行之中,实现教师个人发展,从而提高学校管理效能。
Vision Management is a management idea which means building up the common vision of school development based on the common value orientation and common behavior criterion of all teachers ' groups, so as to arouse the enthusiasm,initiative and creativity of all teachers and eventually achieve the most optimized, humanized and sustainable management goal of school education and teaching management. To implement the vision management, the school should integrate the teacher's personal vision into the common vision, integrate the teacher's individual development into the professional community's daily operation and realize the teacher individual development together with the school management efficiency countinuously improved.
Vision Management is a management idea which means building up the common vision of school development based on the common value orientation and common behavior criterion of all teachers ' groups, so as to arouse the enthusiasm,initiative and creativity of all teachers and eventually achieve the most optimized, humanized and sustainable management goal of school education and teaching management. To implement the vision management, the school should integrate the teacher's personal vision into the common vision, integrate the teacher's individual development into the professional community's daily operation and realize the teacher individual development together with the school management efficiency countinuously improved.
引文
[1]李芳.愿景管理:开启教师专业发展的新视角[J].教育科学论坛,2011(7):55-57.
[2]贺敬雯,饶从满.教师愿景之于教师发展[J].外国教育研究,2014(11):54-62.
[3]Dorit Tubin.Fantasy,Vision,and Metaphor-Three Tracks to Teachers’Minds[J].The Quali-tative Report,2005,10(3):543-560.
[4]Fullan M.Change Forces[M].London:Falmer Press,1993:13.
[5]张世义.国外教师关注研究综述[J].上海教育科研,2010(11):23-27.
[6]Hammerness K."If You Don’t Know Where You Are Going,Any Path Will Do":The Role of Teachers'Visions in teachers'Career Paths[J].The New Educator,2008(4):1-22.
[7][11](美)彼得·圣吉.第五修炼——学习型组织的艺术与实践[M].郭进隆,译.上海:上海三联书店,1998:78-179.
[8]罗军.高校教师学习社群构建与专业发展研究[J].重庆科技学院学报(社会科学版),2015(7):100-102.
[9]邱学青,李正.基于知识管理视角的高校教师专业发展策略研究[J].高等工程教育研究,2013(6):86-90.
[10]张妮妮,姚伟.英国教师持续专业发展的模式研究[J].外国教育研究,2012(1):68-74.
[12]韩佶颖,尹弘飚.教师动机:教师专业发展新议题[J].外国教育研究,2014(10):88-95.
[13](美)帕尔默.教学勇气——漫步教师心灵[M].吴国珍,余巍,等,译.上海:华东师范大学出版社,2005:142.
[2]贺敬雯,饶从满.教师愿景之于教师发展[J].外国教育研究,2014(11):54-62.
[3]Dorit Tubin.Fantasy,Vision,and Metaphor-Three Tracks to Teachers’Minds[J].The Quali-tative Report,2005,10(3):543-560.
[4]Fullan M.Change Forces[M].London:Falmer Press,1993:13.
[5]张世义.国外教师关注研究综述[J].上海教育科研,2010(11):23-27.
[6]Hammerness K."If You Don’t Know Where You Are Going,Any Path Will Do":The Role of Teachers'Visions in teachers'Career Paths[J].The New Educator,2008(4):1-22.
[7][11](美)彼得·圣吉.第五修炼——学习型组织的艺术与实践[M].郭进隆,译.上海:上海三联书店,1998:78-179.
[8]罗军.高校教师学习社群构建与专业发展研究[J].重庆科技学院学报(社会科学版),2015(7):100-102.
[9]邱学青,李正.基于知识管理视角的高校教师专业发展策略研究[J].高等工程教育研究,2013(6):86-90.
[10]张妮妮,姚伟.英国教师持续专业发展的模式研究[J].外国教育研究,2012(1):68-74.
[12]韩佶颖,尹弘飚.教师动机:教师专业发展新议题[J].外国教育研究,2014(10):88-95.
[13](美)帕尔默.教学勇气——漫步教师心灵[M].吴国珍,余巍,等,译.上海:华东师范大学出版社,2005:142.