作　　者： ;

机构地区： 香港中文大学

出　　处： 《集美大学学报（教育科学版）》 2007年第1期37-42,共6页

摘　　要： 相对传统教师发展的范式,即自上而下的发展模式——校本教师发展强调教师为改革的中心,教师发展应立足于教师工作的环境和脉络之中,以课堂和学校为本位。教师专业学习共同体则关注教师发展的脉络化,强调通过在学校中建构专业学习共同体,实现教师学习和实践的共享,从而提升教师质素,并实现学校向学习型组织的转变。校本教师发展与教师专业学习共同体在学校脉络这一平台上实现融合,教师在学校的专业学习共同体之脉络中,借由分享领导、集体学习、共享实践,并最终形成教师发展的学校本位之系统建构。 Compared with traditional paradigm in teacher development-top-down development model, sehoolbased teacher development stresses that teacher is the center of a reform, and that teacher development should be based on the circumstance and context which teachers work, and should be classroom-based and school-based. Teacher professional learning community focuses on contextualizing of teacher development. It stresses that sharing teachers＇ learning and practice through＇ constructing professional learning community in a school shall improve teachers＇ competence and transform the school into a learning organization. On the platform of school＇s context, school-based teacher development will be consistent with teacher professional learning community. In the context of professional learning community of a school, through sharing leadership, collective learning and sharing practice, school-based system for teacher development will be constructed.

关 键 词： 校本教师发展 专业学习共同体 系统建构

领　　域： [文化科学] [文化科学]