地方政府推动下的“U-S”伙伴协作关系的发展过程与角色建构——以邢台市桥西区区域推动特色学校建设为例

发布时间：2018-06-17 12:53

本文选题：“U-S”伙伴协作 + 协作阶段-角色定位变化　；参考：《教育发展研究》2014年20期

【摘要】：本研究主要以河北省邢台市桥西区进行的区域推动的特色学校建设为个案,通过参与式观察和访谈等质性研究方法,考察以特色学校建设为途径的学校改进过程中学校、大学、地方教育行政部门和教研部门的伙伴协作机制。研究发现:一是学校改进的伙伴协作过程可分为三个阶段,从行政推手到学校意识觉醒再到对话协作;二是在不同阶段中,不同参与者在伙伴协作中的角色定位和发挥功能有所变化;三是行政部门、学校内部、教研部门中的内部权力关系以及干部换届等对伙伴协作的运作产生正反两方面的作用;四是合作反思机制在伙伴协作过程中具有重要作用,能支持参与者厘清角色定位和实现平等对话。
[Abstract]:This study mainly takes the construction of characteristic schools in Qiaoxi District of Xingtai City, Hebei Province, as a case study, through qualitative research methods such as participatory observation and interviews, to investigate schools and universities in the process of school improvement through the construction of characteristic schools. The partnership mechanism between the local education administration department and the teaching and research department. The study found that: first, the process of partnership cooperation in school improvement can be divided into three stages, from administrative push hand to school consciousness awakening to dialogue and cooperation; second, in different stages, The role orientation and function of different participants in the partnership have changed; third, the internal power relations in administrative departments, schools, teaching and research departments, and cadre turnover have both positive and negative effects on the operation of partner collaboration; Fourth, cooperative reflection mechanism plays an important role in the process of partnership cooperation, and can support participants to clarify their roles and achieve equal dialogue.
【作者单位】：教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究所;河北省邢台市桥西区教育局;
【基金】：教育部人文社会科学重点研究基地教师教育研究中心课题“构建大中小学教师教育专业共同体研究”(14JJD880004)的部分成果
【分类号】：G527

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