互动性教学反思对教师专业素养影响效果的研究

The Effect of Collective Reflection on Teacher Professional Development

本研究运用质的研究方法对互动性教学反思在提高教师专业素养方面的作用进行了深入的研究。 我们的研究数据表明，同伴支持下的互动性教学反思极大地帮助教师增强了身份认同感；教师通过互动性教学 反思能在较短时间内增进个人教学经验和知识的质和量，加快教师实践性知识系统化的过程。本研究不仅为研 究教师教学反思提供了新视角，也为学校师资队伍建设提供一些启示。

Using a qualitative research approach， the present study examines the effect of collective teaching reflection on teacher professional development. The data supported that collective teacher reflection， conducted in various supporting groups， largely strengthened participants ’ teacher identity. In addition， it was also found that collective teacher reflection improved both the quantity and quality of participants ’ teaching experience and knowledge in a short time and speed up the process in which teachers systematized their practical knowledge about teaching practices. This study not only provides a new perspective on the investigation of teacher reflection， but also brings important implications for school administrators on the formation of better teacher teams.