教師專業發展的「上海經驗」

Shanghai Experience: The Perspective of Teacher Professional Development

上海教育改革的經驗之一就是提升教師的品質，促進教師的專業發展，其基本作法是基於反思的個人學習、基於合作的社群研修和基於網路的制度建設。其中，教師個體的自我反思和行動研究是基礎，教師專業社群體的互助合作是關鍵，而基於網路的專業支援是重要保障，這三者構成了教師專業發展三種不可或缺的力量。在這三種因素的相互作用之下，教師專業發展實現了三個轉化：一、理論知識實踐化；二、隱性知識顯性化；三、個體知識共用化。未來上海教師面臨的挑戰是：更多的「證據支持」，而不是「經驗積累」；更多的「專業自主」，而不是「外部干預」；更多的「個性發展」，而不是「共性統一」。

The one of Shanghai secret in educational reform is to promote teacher professional development and improve teacher education quality. There are three major elements of teacher professional development including reflection-based individual learning, collaborative professional learning community, and network-based institution building. Three transformations of teacher professional development are increasingly becoming apparent: Take theoretical knowledge into practice, make implicit knowledge explicit, and make individual knowledge public and sharable. There are such challenges as more evidence-support rather than experience accumulation, more professional autonomy rather than external intervention, more personal development rather than common unity.