摘要
院校协作是推动教师教育改革、学校改进、课程革新和教师素养提升的有效途径,并被广泛应用于实践中。但对于院校协作情境中大学专家与一线教师如何展开知识互动这一重要问题却鲜有实证研究涉及。通过对某一大学与中小学的跨界协作项目为典型案例进行的质性研究和多个案比较分析,研究发现:院校协作情境中,外部专家与学校教师的知识互动存在三种不同模式:一是外部专家主导下的知识迁移,二是教师参与的知识转化,三是合作探究导向的知识变革。研究还进一步分析了影响外部专家与教师知识互动的重要因素:外部专家与教师之间情境性动态变化的权力关系、作为专业人士的教师的专业身份定位以及外部专家具备的跨界能力。
School-university collaboration is a significant approach to promoting teacher education reform,school improvement,curriculum innovation and teacher professional development,and it has been widely practiced.However,few empirical studies focus on the important research question of how knowledge interaction between external experts and school teachers occurs in the context of school-university partnership.This study adopts the qualitative study and multiple case study design to investigate aboundary-crossing partnership project.Research findings show that there exist three distinctive models of knowledge interaction between school teachers and external experts in the partnership project studied:the first one being the knowledge transfer dominated by external experts,the second one being the knowledge translation by participant school teachers,and the third one being the knowledge transformation through collaborative inquiry.The study further examines several factors influencing expert-teacher knowledge interaction:the dynamic and situational expert-teacher power relation,teachers'self-perception as professionals,and external experts'boundary crossing competencies.
作者
王晓芳
WANG Xiao-fang(Normal College,Shenzhen University,Shenzhen,Guangdong,518060,PRC)
出处
《当代教育与文化》
2022年第1期76-86,共11页
Contemporary Education and Culture
基金
教育部人文社会科学研究青年基金项目(20YJC880097)的阶段性研究成果。
关键词
院校协作
跨界
知识互动
教师专业发展
school-university partnership
boundary crossing
knowledge interaction
teacher professional development
