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