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学校变革中的教师知识景观变构

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教师是教育改革成功与否的关键力量,这是基本共识.当教育改革不成功时,人们多从教师职业信念、专业素养或是教育生态等方面进行简单归因,但这些思路忽视了教师与其所处环境之间相互建构的复杂关系.本研究以月城初中为例,运用"教师知识景观"概念探究并揭示这一复杂图景.教师知识景观是描述教师知识与其所处社会文化背景间复杂关系的隐喻性概念.教师知识景观变构是变革情境中教师知识内在转变及其新质生成的结果,涉及多层面与因素所发生的动态性和根本性变化.研究发现,学校转型变革中,教师知识景观发生了多层次的变构,包括生态层面的整体转变,变革、身份和专业等知识层面的内在转化,以及关乎个体生命成长的意义实现.深入剖析教师知识景观变构的内在机制,"价值—制度—行动"等外部联动性因素提供持续而稳定的环境中介;教师对内在发展、自我生命价值实现的需求与意义确认,是促使教师知识景观深度变构的内部决定性因素.由此,我们需要深层透视教师知识景观中的关键主体角色,以激发深层变构力;理性处理张力关系,以促进教师深度自省;建构多元教师知识社群,以形成共生式叙事.
The Transformation of the Teacher Knowledge Landscape in the Context of School Reform
It has been widely recognized that teachers are the key to the success of educational reforms.When educational reforms fail,they are often simply attributed to teachers'professional beliefs,professionalism,or educational ecology,overlooking the complex relationship between teachers and their environments.To address this,this study takes Yuecheng Junior High School as an example and employs the concept of"teacher knowledge landscape"(TKL)to explore and reveal this intricate scenario.TKL is a metaphorical concept referring to the complex relationship between teachers'knowledge and their socio-cultural background.The transformation of TKL refers to the inner changes in teachers'knowledge and the emergence of new qualities as a result of transformative contexts,involving dynamic and fundamental changes across multiple dimensions and factors.Findings reveal that,during school transformational changes,TKL undergoes multi-level transformations,including comprehensive changes at the ecological level,intrinsic transformations in aspects such as reform,identity,and professionalism,as well as the realization of personal life growth significance.A thorough analysis of the intrinsic mechanisms behind the transformation of TKL reveals that external interactive factors such as"value-institution-action"provide continuous and stable environmental mediation.The internal determinants that drive the profound transformation of TKL include teachers'needs for internal development and affirmation of self-life value realization.Therefore,there is a need for a deeper understanding of the key roles within the teacher knowledge landscape to stimulate profound transformative forces;rational management of tension relationships to promote deep self-reflection among teachers;and the construction of diverse teacher knowledge communities to foster symbiotic narratives.

school reformteacher knowledgeteacher knowledge landscapetransformation"Life Practice"Pedagogy

朱园园

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华东师范大学马克思主义学院(上海200241)

学校变革 教师知识 教师知识景观 变构 "生命·实践"教育学

国家社会科学基金教育学重大课题(2021)

VFA210006

2024

全球教育展望
华东师范大学

全球教育展望

CSTPCDCSSCICHSSCD北大核心
影响因子:1.268
ISSN:1009-9670
年,卷(期):2024.53(4)
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