叙述探究与教师发展

Narrative Inquiry for Teacher Development

在教育改革中，教师发展是重中之重，包括教师教育和政策制定官员在内的各层教育改革者几乎总是以课程改革作为教师发展的起点，他们把改革的焦点放在为教师设定的新知识和技能上。本文将教师知识和为教师设定的知识加以区别，阐述教育改革环境中的教师发展，解释以叙述探究进行对教师知识和教师发展的研究，并对以叙述方法来探究教师育和发展提出一组建议。

There are five main ways of reforming education：policy development， curriculum development， teacher education and development， community development， and assessment. Teacher development is critical to all of these ways because teachers are often blamed for imagined lacks and deficits in education， and because teachers are ultimately at the heart of the educational process in teaching / learning situations with students. Educational reformers at all levels， including teacher educators and policy making officials， almost always take curriculum deficits as the starting point for teacher development. They focus on raising the educational level of the teaching force through new knowledge and skills for teachers. This approach omits teacher knowledge gained through life experience including school experience and overlooks the personal and cultural narrative histories of teachers. In this paper we make a distinction between knowledge for teachers found in certification requirements， teacher education and development course and workshop contents， and statements of knowledge and skills needed to teach particular programs， and teacher knowledge narratively gained by teachers from life experience including， but not restricted to， teaching experience. Narrative inquiry is a way of thinking about life experience. It is an experiential methodology for understanding teacher knowledge. In this paper we set out the educational reform context for teacher development， describe a narrative inquiry approach to teacher knowledge and teacher development， and conclude with a set of eleven considerations to be taken into account in a narrative approach to teacher education and development. The central value in this approach for China’s educational reform would seem to be that teacher knowledge in the form of existing cultural ideas and practices should be the foundation for educational reform. Teacher knowledge is the appropriate context for integrating and implementing new teacher education and development ideas. Ultimately， teacher development in local and global community contexts is a source of hope is building a world of reciprocity and mutual learning among cultures with different ways of knowing and being.