摘要
教师教育的自我研究是20世纪90年代以来西方的教师教育者为了反思传统教师教育的不足,与教师教育的其他参与者共同组成研究的共同体,通过对教师教育自身实践的反思性探究活动来提升教师教育实践水平,其中探究性共同体是教师教育自我研究中一种重要的实践形式。探究性共同体是一个合作性的探究机制,其框架由认知、社会和教学三方面因素构成。探究性共同体在形成教师之间知识共享、促进教师的深度学习和拓展教师教育培养空间方面为我国教师教育提供了有益的启示。
Self-study has became an important approach for teacher development since 1990s. The community of inquiry is one of the implementations in practice. This type of community enables individual thinking in deeply and widely, and offers social space for teachers＇ collaboratively learning. The framework in the community of inquiry is constituted by three elements, cognitive presence, social presence and teaching presence. Based on this framework, the University of British Columbia in Canada has developed a new project^Community of Inquiry in Teacher Education. This project integrates teachers＇ pre-training, teacher learning and practical research of teacher educators. It presents the inquiry communities＇ unique characteristics, such as coherence, reflection and responsiveness. This project promotes the teacher development and improve the implementations of teacher education.
出处
《全球教育展望》
CSSCI
北大核心
2017年第4期76-87,117,共13页
Global Education
基金
全国教育科学规划2015年度国家一般项目“教师知识共享的影响因素与支持系统”(项目编号:BAA150015)的阶段性成果
关键词
教师教育
自我研究
探究性共同体
teaer education
self-study
the community of inquiry
