西方教师知识研究发展的专业化路径

Professionalization Focus Implied in Development of Research on Teacher Knowledge in the West

教师专业发展已经越来越被视为决定教育改革成效的重要因素，教师知识是教师 专业化中需考虑的重要内容。舒尔曼最早提出教师的学科教学知识后，研究者形成了不同的教 师知识研究的理论框架。西方对教师知识的研究经历了三个关键的发展阶段：区别教师的知识 与学科专家的知识，这使得对教师专业化的讨论成为可能；关注具体教学内容的特定知识，对 教师专业化的研究具有了具体内容；关注官方课程知识，对教师专业化的研究关注教师的日常 教学工作。教师知识研究的发展路径体现出了教师专业化的不断深入。对教师知识研究的专业 化路径的探讨有利于进一步促进教师专业化发展，并最终服务于教育改革。

Research on teacher knowledge has been a very important component in educational research， by looking at which the professionalization of teacher can be implied. Shulman initialed teachers ^ PCK (Pedagogical Content Knowledge) in 1986abased on which many researchers developed different theoretical research framework of teacher knowledge. This paper outlined three critical development stages for research of teacher knowledge. First，it was argued that knowledge needed by teachers is different from that of subject specialists，this made the discussion on teacher professionalization possible; second，it focused on particular knowledge required in teaching of specific subjects，this offered specific contents for research of teacher professionalization; third，official curriculum knowledge was regarded as another necessary component ? this helped research of teacher professionalization focus on teachers ^ daily teaching* Deep research on teacher knowledge will promote the development of teacher professionalization and finally benefits educational reform.