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篇名 |
西方“敎师学习”研究述评
|
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並列篇名 | A Review of Western Studies on Teacher Learning |
作者 | 周钧、罗剑平 |
中文摘要 | 西方对教师学习的研究始于20世纪50年代,研究从原先单一的行为主义心理学的视野逐渐扩展到认知心理学、建构主义理论、人类学、哲学等多学科的参与。研究从仅仅关注教师的外显行为转向关注教师的认知和知识层面,强调情境对教师学习的重要作用,倡导教师在共同体中学习和建立身份认同,提出了不同的教师学习观和认识论。 |
英文摘要 | Since the behaviorism studies on "teacher learning1’ as the beginning of this research topic in western academe in 1950s,this domain has gone through a gradual process from the solely behaviorism-dominated study to multidisciplinary perspectives including cognitive psychology,constructivism,anthropology,philosophy, and so on. The studies on teacher learning firstly focused on teachers’ observable behaviors,and gradually turned to teacher cognition and knowledge, and emphasized the importance of situation and contexts for teacher learning, and encouraged teachers learning in communities and building identities,and clarified three domains of teacher learning and epistemology. |
起訖頁 | 070-076 |
關鍵詞 | 教师学习、教师教育、教师专业发展、教师知识、西方、teacher learning、teacher education、teacher professional development、teachers1 knowledge |
刊名 | 比較教育研究 |
期數 | 201404 (36:4期) |
出版單位 | 北京師範大學 |
該期刊 上一篇
| 论当代西方教师教育研究话语的迁移与转向 |
該期刊 下一篇
| 西方教师实践性知识研究进展 |