美国教师专业发展范式变迁

The Paradigm Shift of Teacher Professional Development in the U.S.A.

20世纪70年代以来，美国教师专业发展范式的变迁表现为：其概念从技术理性去向转为探究合作取向；认识论基础由教师式知识的消费者转为教师是知识的消费者和生产者；理论基础由教师生涯阶段理、教师知识分类理论转向教师实践知识理论、社会认知学习理论以及成人学习理论；文化基础由个人主义的教师文化转向合作文化；组织结构从分离、互不连贯转向持续化、系统化。

This paper analyzes the paradigm shift of teacher professional development in the U.S.A. since 1970’s. The paradigm shift includes: (a) Conceptual shift， from technical--rational oriented to inquiry--collaborative oriented； (b) Epistemological shift， from teachers as knowledge consumers to teachers as both knowledge consumers and producers； (c) Theoretical shift， from teachers’ career phrases theory and teacher knowledge categories to teacher practical knowledge， social cognitive learning theory， and adult learning theory； (d) Cultural shift， from teacher individual culture to cooperative culture； (e) Structural shift， from separated and not integrated to continued and systematical.