作　　者： ; ;

机构地区： 香港中文大学

出　　处： 《全球教育展望》 2013年第3期73-81,共9页

摘　　要： 近二十年间专业学习社群的研究范式历经特质视角到发展视角的转变。特质视角注重外在表现特征,将专业学习社群化约为若干特征要素的叠加,教师合作"去情境化",遭致诸多批评之声。发展视角则搁置了表现特征的争议,注重特定情境脉络下教师合作的互动沟通过程,弥补了特质视角的不足。然而,专业学习社群中教师合作机制并不清晰,教师沟通协作依旧处于"黑箱"之下,有待进一步探索。 The research on PLCs has experienced a shift from a trait perspective to a develop- ment perspective during the past two decades. From a trait perspective, researchers focus on the characteristics of PLCs which are simplified as sets of characteristic elements, and decontextualize teacher activities. The trait perspective has been criticized by many scholars. From a development perspective, researchers put aside the controversy over the characteristics of PLCs, and pay more attention to teachers＇ interaction and collaboration in specific context. It fills in the research gap from the trait perspective. Yet relatively little research examines the specific interactions and dynamics of teacher collaboration, and the ambiguity and uncertainty in the process need to be further explored.

关 键 词： 专业学习社群 特质视角 发展视角 教师合作

领　　域： [文化科学] [文化科学]