作　　者： ;

机构地区： 北京师范大学教育学部教师教育研究所

出　　处： 《教师教育研究》 2012年第1期18-24,共7页

摘　　要： 近年来针对教研员角色定位的问题逐渐升温,讨论角度和定位都不一,因此本文从政策、实践和理论的三维角度来论证教研员作为专业领导者的新角色定位。首先从政策角度,国家政策和基础教育改革,都需要教研员承担多元职能,已然超越业务工作范围而进入专业领导领域;其次在实践层面,教研员却将多元职能悬置,其原因在于因为未能把握新角色的定位而导致专业发展方向不明;因此,"教研"概念必须从理论层面来重构,明确专业领导者的角色定位是教研员承担多元职能的必然选择,其也要求教研员在专业领导力上着力发展,为此,本文初步建立APPA专业领导力的培训架构作为支持教研员专业发展的建议途径。 Recent years have witnessed the proliferation of studies concerning the roles of teaching - researchers （Jiaoyanyuan） with different perspectives. This paper probes into the issue of ＂Teaching -researcher being the professional leader＂ in three- dimension： policy, practice, and theory. Firstly, the teaching -researchers are asked to take multi -functional duties under the national policies and the reform of the basic education, and these duties are supposed to be beyond daily work and belong to the area of professional leadership ; Secondly, in their working practice, the multi - functional duties are suspended by the teaching - researchers - due to the vagueness of researchers＇ professional development direction, say, they cannot realize the role as the professional leader ; Thirdly, the concept of ＂teaching - research＂ should be theoretically re - constructed, and the role as the professional leader is an inevitable choice enhancing teaching - researchers＇ will- ingness to take the multi - functional duties. As a result, professional leadership should be cultivated in the professional development of the teaching - researchers, and an ＂APPA＂ model of professional leadership is developed in this paper as a suggested training program for the teacher - researchers.

关 键 词： 教研员 专业领导者 专业领导力

领　　域： [文化科学] [文化科学] [文化科学]