Theoretical Analysis and Practical Verification of Teachers'Expansive Learning
whether it is the pre-service"learning through research"or the post-service"learning through teaching",these two modes of teacher development are stuck in the pattern of two-dimensional deviation between theory and practice.The expansive learning theory tries to bridge the gap between the two.It regards learning as a kind of activity,which should be examined in the context of a multi-element co-constructed"activity system";it also regards learning as a kind of expansion—a new concept and a kind of knowledge innovation and collective action generated by new concepts and practices,as well as a kind of cycle which is based on a paradoxical driving cycle.According to this theory,teachers'expansive learning is the search for uncertainty in terms of value;it occurs in the multilevel learning network of"individual-team-organization"in terms of space;teachers'expansive learning occurs by breaking the boundary of"past-present-future"in terms of time.Setting learning objectives to unify teacher development and school performance;regulating the learning process,unifying the collective innovation of knowledge transfer;and creating intermediaries to drive learning through the use of the four levels of contradiction and formative interventions can outline the generative mechanism of teachers'extended learning,and construct a teacher's expansive learning model that emphasizes the continuity and unity of community learning,knowledge creation and practice transformation.
teacher learningexpansive learningco-creation of knowledgelearning mediators
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维普
