教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2013年
1期
22~27
,共null页
实习教师 新手教师 反思 实践性知识
實習教師 新手教師 反思 實踐性知識
실습교사 신수교사 반사 실천성지식
student teacher; novice teacher; reflection ; practical knowledge
本文通过质性研究方法,对一位新手教师从实习到入职在班级管理方面的实践性知识建构的过程进行深刻剖析,揭示了实习中开始萌芽的实践性知识对于教师成长的意义。从知识形态看,该新手教师的实践性知识的获得经历了结合化、内化、社会化、外化的连续过程,表现出主体性、情境性、反思性和信念化等特征。案例启示我们:应正视实践性知识及其研究的复杂性,深挖实践性知识对教师成长的意义;完善相关的培养制度,特别是指导教师制度,增加实习生和新手教师发展实践性知识的可能性和能力;激发实习生与新手教师的反思潜质,促使其实践性知识的生成,为他们跨越理论与实践的鸿沟提供可能。
本文通過質性研究方法,對一位新手教師從實習到入職在班級管理方麵的實踐性知識建構的過程進行深刻剖析,揭示瞭實習中開始萌芽的實踐性知識對于教師成長的意義。從知識形態看,該新手教師的實踐性知識的穫得經歷瞭結閤化、內化、社會化、外化的連續過程,錶現齣主體性、情境性、反思性和信唸化等特徵。案例啟示我們:應正視實踐性知識及其研究的複雜性,深挖實踐性知識對教師成長的意義;完善相關的培養製度,特彆是指導教師製度,增加實習生和新手教師髮展實踐性知識的可能性和能力;激髮實習生與新手教師的反思潛質,促使其實踐性知識的生成,為他們跨越理論與實踐的鴻溝提供可能。
본문통과질성연구방법,대일위신수교사종실습도입직재반급관리방면적실천성지식건구적과정진행심각부석,게시료실습중개시맹아적실천성지식대우교사성장적의의。종지식형태간,해신수교사적실천성지식적획득경력료결합화、내화、사회화、외화적련속과정,표현출주체성、정경성、반사성화신념화등특정。안례계시아문:응정시실천성지식급기연구적복잡성,심알실천성지식대교사성장적의의;완선상관적배양제도,특별시지도교사제도,증가실습생화신수교사발전실천성지식적가능성화능력;격발실습생여신수교사적반사잠질,촉사기실천성지식적생성,위타문과월이론여실천적홍구제공가능。
Based on qualitative research, this paper presents the process of the construction of practical knowledge (PK) about class management of a novice teacher, which uncovers the significance of PK sprouting in internship experience to the teachers' development. From the perspective of knowledge pattern, the PK of the novice teacher goes through the continuous process of combining, internalizing, socializing and externalizing, in which the PK shows the characteristics of subjectivity, dynamics, reflexivity, and being as belief. Finally, suggestions about how to improve teacher education are provided, inclu- ding facing the complexity of PK and the study about them to deepen their significances to the teachers development, impro- ving the relative institution, especially the tutorial system, to stimulate the potential of student teachers and novice teachers to reflect PK in field, and learning to use and accumulating one' s own PK to bridge the gap of practice and theory.