CAJ | 학술논문

对教师专业合作的认识误区集中体现在三个方面：认识不足，主观夸大了教师专业合作的难度；过度诠释，忽略了教师专业合作本身的限度；行政胁迫，罔顾教师的合作需求。突破认识上的阈限，是正确进行教师专业合作的观念前提。教师合作就根本而言，是源于学校教育本身的性质。虽然它越来越重，但它并不能替代教师个体化的工作方式。行政力量在推动教师合作上起到作用，但不能罔顾教师内心的合作需求。在进行专业教师合作时，一方面关注教师的合作意愿；另一方面，实践中还需拓宽教师合作的网络形式。
대교사전업합작적인식오구집중체현재삼개방면：인식불족，주관과대료교사전업합작적난도；과도전석，홀략료교사전업합작본신적한도；행정협박，망고교사적합작수구。돌파인식상적역한，시정학진행교사전업합작적관념전제。교사합작취근본이언，시원우학교교육본신적성질。수연타월래월중，단타병불능체대교사개체화적공작방식。행정역량재추동교사합작상기도작용，단불능망고교사내심적합작수구。재진행전업교사합작시，일방면관주교사적합작의원；령일방면，실천중환수탁관교사합작적망락형식。
The erroneous understanding of teacher professional collaboration embodies in the three aspects： First, people always subjectively exaggerate the difficulty of teacher professional collaboration because of uncomprehension~ Second, some people exaggerate the result of teachers collaboration,ignore the limits of it. Third,administrative means often forces teacher to cooperate and regardless of teachers＇ cooperation needs. Fundamentally speaking , teacher collaboration is due to the nature of education itself. Teacher cooperation is not a substitute for teacher＇s individual working. School leaders should take account of the teachers＇ inner cooperation needs and broaden the network cooperation.