作　　者： ;

机构地区： 华东师范大学教育科学学院国际与比较教育研究所

出　　处： 《教师发展研究》 2019年第1期62-68,共7页

摘　　要： 沃尔教授认为判断教师专业发展的路径和趋势时,必先澄清"教师是谁"。作为探究型实践者,教师在发展元认知过程中,实现了反思与策略性行动的统一,促进了学习过程与学习结果的互动。以此为前提,沃尔教授依据自主原则、干扰原则、对话原则,设计了若干可视化工具,鼓励教师投入到行动研究中,培养教师的元认知,藉此重塑教师专业发展的内容和路径。 Professor Wall argues that the path adoption of teacher professional development should be based on the understanding of occupational characteristics of teacher.According to Wall’s studies,as an enquiring practitioner,teacher unifies the reflection and strategical action,facilitates the interaction between learning process and learning outcome in the process of developing metacognition.Based on this,Kate Wall has designed some visual tools to encourage teachers to conduct action research,and to develop their metacognition under the principle of autonomy,principle of disturbance as well as the principle of dialogue,wherein the content and way for teacher professional development are re-constructed.

关 键 词： 凯特 沃尔 教师发展 探究型实践者 元认知 行动研究

领　　域： [文化科学—教育学] [文化科学—教育技术学]