在职教师培训模式的构建
北京教育科学研究院, 早期教育研究所, 北京 100036
| 摘 要： | 在职教师需要不断学习和培训，而他们的教育教学任务又非常繁重。能否让教师不脱离教室、不脱离工作去学习，提高工作、学习的效率，从而达到“双赢”的局面？学习型组织和知识管理的理念强调工作、学习一体化，为这种学习提供了可能。对于教师而言，要想把工作和学习结合起来，行动研究是一个很好的中介。在工作中研究，在研究中学习，可以实现教师的专业发展。组织学习是学习型组织最根本的特征，所以在教师中提倡合作行动研究。实践是行动研究的载体，是教师个人教育知识产生和发展的源泉。建议教师成长的公式更改为：经验+反思+同伴互助=成长。抑或说成：教师的专业成长=实践+行动研究+组织学习。基于实践的合作研究是知识管理视野下基于教师个人教育知识的在职教师培训的理想模式。校本教研则是这种培训模式的重要形式之一。 |
| 关 键 词： | 在职教师培训; 教师个人教育知识; 知识管理 |
| DOI： | 10.57237/j.edu.2022.01.003 |
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收稿日期: 2022-09-01
接受日期: 2022-10-13
在线出版日期: 2022-10-27
The Construction of In-Service Teachers’ Training Model
Institute of Early Education, Beijing Academy of Educational Sciences, Beijing 100036, China
| Abstract: | In-service teachers need continuous learning and training, but their education and teaching tasks are very heavy. Can teachers not be separated from the classroom and work to learn, to improve the efficiency of both work and learning, so as to achieve a "win-win" situation? The concept of learning organization and knowledge management emphasizes the integration of work and learning, which provides the possibility for this kind of learning. For teachers, if they want to combine work and learning, action research is a good intermediary. Studying in work, learning in studying, thus teachers can achieve professional development. Organizational learning is the most fundamental feature of a learning organization. So it is suggested to apply cooperative action research among teachers. Practice is the carrier of action research and the source of the generation and development of teachers' personal education knowledge. It is suggested to change the formula for teacher growth: experience + reflection + peer mutual assistance = growth. Or it can be said as: teacher's professional growth = practice + action research + organizational learning. Cooperative research based on practice is an ideal model for in-service teacher training based on teachers' personal education knowledge from the perspective of knowledge management. School-based research is one of the important forms of this training model. |
| Keywords: | In-Service Teacher Training; Teacher's Personal Education Knowledge; Knowledge Management |
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