加拿大教师专业成长的“叙事探究”方法探析

发布时间：2018-08-17 12:43

【摘要】：加拿大教师专业成长的"叙事探究"方法,致力于推动教育改革与发展,促进教师专业成长,体现对他人及自我生命的理解和关怀,并以实现生命整体价值为哲学追求。这种方法将专业研究者和教师作为叙事探究者,关注基于教师个体经验组成的故事,获得对教师专业成长素养与实践的理解;在方法体系中,体现哲学思维特性和后现代哲学方法论基础,并具有结合质性研究和量化研究的特征;其运行程序始于将教师个体经验置于三维叙事探究空间进行思考,并经历准备与协商、置身与讲述、重述与对话及阐释与呈现四个阶段。这些方法属性共同决定其合理价值与实践领域,主要应用于职前教师教育课程设置和教师理解能力的养成;新任教师的理论向实践转换和身份认同的获得;在职教师个人实践性知识和工作与生活质量的提升;以及多元文化背景下教师专业成长等。
[Abstract]:The "narrative inquiry" method of Canadian teachers' professional growth is devoted to promoting the reform and development of education, promoting the professional growth of teachers, reflecting the understanding and concern for others and their own lives, and pursuing the realization of the whole value of life as a philosophy. In this method, professional researchers and teachers are regarded as narrative inquiring persons, who pay attention to stories based on teachers' individual experience, and gain an understanding of teachers' professional development and practice. It embodies the characteristics of philosophical thinking and postmodern philosophical methodology, and has the characteristics of combining qualitative research and quantitative research, and its operating procedure begins with the teacher's individual experience being put into three-dimensional narrative inquiry space to think and experience preparation and negotiation. There are four stages: exposure and narration, repetition and dialogue, and interpretation and presentation. These methods attribute together determine its reasonable value and practical field, which are mainly applied to the pre-service teachers' education curriculum setting and teachers' ability to understand, the new teachers' theory to practice and the acquisition of identity. Personal practical knowledge and quality of work and life of in-service teachers; and professional development of teachers in multicultural background.
【作者单位】：西南大学教育学部;
【基金】：重庆市教育科学规划课题“重庆地区乡村教师的生存与发展研究”(课题编号:2016-GX-082)
【分类号】：G451

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