Collaborative Dilemmas in Dual-teacher Classroom:Causes,Phenomena and Solutions—Based on the Perspective of Organizational Boundaries
The implementation of dual-teacher classroom is an important measure to promote the balanced allocation of high-quality teachers in compulsory education in urban and rural areas under the background of promoting national education digitalization strategy.Collaboration is the core element of dual-teacher classroom,and the collaboration of dual-teacher classroom is the collaboration between urban and rural teachers,classrooms and schools,and the relevant subjects need to form a community.However,at present,there are some problems such as unsatisfactory effect,inaccurate essence,slow progress about collaboration of dual-teacher classroom.In view of this collaborative dilemmas,existing studies mainly explored solutions from the traditional education and teaching theory of"single-teacher",ignored the"dual-teacher"attribute of dual-teacher classroom,and ignored that in a sociological sense,dual-teacher classroom was a new teaching organization form,and its organizational boundaries profoundly affected and constrained collaboration.Therefore,it is urgent to examine the expected pattern of dual-teacher classroom and analyze the causes and phenomena of the collaborative dilemmas from the new organizational boundaries perspective.The research finds that collaboration is managed and constrained by the three organizational boundaries:physical boundary,social boundary and psychological boundary.Specifically,the narrow physical boundary means that the absence of management system and the dislocation of multiple systems,the single generation and flow mode of high-quality educational resources,and the insufficient development of virtual space environment,resulting in unsatisfactory collaboration.The sloppy social boundary means that dual-teacher's cognition about role is vague,and the authority-led collaborative behavior mode is adopted,resulting in be unworthy of the name of collaboration.The lack of psychological boundary means that dual-teacher classroom lacks self-owned educational terms and symbols and co-construction with collaborative concept,resulting in frequent obstruction of collaboration.To sum up,the effective way to solve the collaborative dilemmas lies in jointly building the concept of dual-teacher classroom's collaboration,implementing the urban-rural differential collaboration model,and reshaping the system and mechanism of dual-teacher classroom.
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