校本教研中的教師合作：中國內地一所小學的個案研究

Teacher Collaboration in School-based Teaching and Research: A Case Study of a Primary School in the Chinese Mainland

近二十多年來，有關教師合作的研究主要關注其概念定義和測量，很少關心教師對合作過程的理解和參與。本文從實踐社群的視角切入，以中國內地校本教學研究為個案，從社群形態、溝通規範和發展定位三個維度探討教師對合作的理解和參與。研究發現，教師合作是處於結構化的組織系統及制度下，由領導教師引領，圍繞統一的教學取向展開研討。教師群體發展出家族式的社群模式，從事示範性教學模式的再生產，教師的專業對話空間受到一定限制。

Over the past two decades， research studies about teacher collaboration has been largely focused on its conceptualization and measurement， yet relatively little explores teachers’ perception and engagement in the specific interactive process. This study investigates school-based teaching and research in the Chinese mainland from the perspective of communities of practice. It interprets the dynamic nature of teacher collaboration from three dimensions: communities， norms of interaction， and orientation toward development. The findings reveal that situated in a structured organizational system， teacher collaboration is operated under a top-down approach. Guided by teacher leaders， teachers follow a unified orientation to discuss teaching practice. It shows that teachers are bonded as a clan， and engaged in the reproduction of paradigmatic teaching practice. Teachers’ professional discourse is limited during the process.