教研组特征及教研组长如何影响教师教学?——基于专业学习共同体理论的调查
How Do Teaching-Research Groups'Features and Teacher Leadership Influence Teachers'Self-efficacy?——From a Professional Learning Community Perspective
郑鑫 1周秀 1蒋晨曦1
作者信息
摘要
教研组是学校基本的教学研究组织,它不仅为校本教研质量提供了基础保障,亦发挥着促进教师专业发展的重要作用.教研组的优质和可持续发展,是新时期基础教育高质量发展中不容忽视的议题.在国际语境中,教研组被称为中国式的专业学习共同体.高效的专业学习共同体不仅强调教师之间的有效沟通协作,亦强调教师之间的合作文化.以专业学习共同体为理论视角,通过对义务教育阶段教师的调查,探索我国中小学教研组特征,以及这些特征及教研组长领导力如何影响教师的教学效能感.研究显示,教研组对学生学习的关注、分享实践和反思对话能够提升教师个体教学效能感;教研组长领导力不仅直接影响教师教学效能感,亦会通过影响教研组对学生学习的关注和反思对话间接影响教师教学效能感.进一步提升教研组活动的"质",重视并提升教研组长的领导力,是教研组优质和可持续发展的关键.
Abstract
Teaching-research group(TRG)is the basic teaching unit in Chinese schools.It guarantees the basic instructional quality and facilitates teachers'continuous professional development.The construction of high-quality TRG is a core issue for sustainable school development.TRG is considered as the Chinese version of professional learning community(PLC).This study,based on an investigation of primary and secondary school teachers,explored the PLC characteristics of TRGs,and the antecedents and consequence of TRG as PLC.The results showed that three dimensions of PLC,namely collective focus on learning,practice sharing,and reflective dialogue have positive influence on teacher self-efficacy.Teacher leadership can indirectly influence teacher self-efficacy thorough collective focus on student learning and reflective dialogues.This study implicates that the quality of TRG activities rather than the quantity matters more for teachers,and improving the leadership of TRG directors is critical.
关键词
教研组/专业学习共同体/教师领导力Key words
teaching-research group/professional learning community/teacher leadership引用本文复制引用
基金项目
全国教育科学规划课题国家青年课题(2021)(CDA210251)
出版年
2024
NETL
NSTL
万方数据