把握国际动态· 聚焦学术前沿· 助力教师成长
本期概要
【一】
推荐人：
李广平，东北师范大学教育学部教授，博士生导师。
推荐语：
本文从社会关系结构及其互动的视角，运用布迪厄社会实践理论中的场域、惯习、资本、信念等相关概念，探讨分析未来教师专业化类型与学校场域的关系，并通过对奥地利70名中学教师访谈资料的分析，提出并阐释了教师专业化的双场域结构特征以及通过教育政策和其他社会力量缓解冲突的建议。
推荐文章：
Teacher professionalism in a double field structure
Erna Nairz-Wirth Klaus Feldmann
ABSTRACT：While various forms of teachers’ habitus have been described in education studies, little consideration has so far been given to their interaction with fields in schools. This article draws on Bourdieu’s theory and related concepts of field, habitus, capital and doxa to explore types of teacher professionalism, especially in Austrian secondary schools where innovative measures and reforms have been introduced. By combining a model of teaching profession with a Bourdieu-based analysis in the interpretation of 70 interviews with secondary school teachers, we show that a double field structure has emerged in some schools, where a field of traditional teaching competes with one of new professional field teaching. We argue that further initiatives will be needed from the field of education policy and other forces in society to stabilise the field of new professional teaching. This article illustrates the dynamic interrelationship between professional habitus and conflicting fields in one particular school.
文献来源：
Erna Nairz-Wirth , Klaus Feldmann . Teacher professionalism in a double field structure[J]. British Journal of Sociology of Education, 2019, 40（6）：795-808.
【二】
推荐人：
邓涛，东北师范大学教育学部副教授，博士生导师。
推荐语：
在教师培养过程中，促进师范生形成正确的教育信念可能比知识积累、教学技能养成等更难，但它却非常重要。师范生的教学信念在教师教育过程中究竟是怎样变化的？本文通过实证研究揭示了它从理想主义到现实主义的转变过程，此文对于教师教育者、师范生来说都具有实践指导意义。
推荐文章：
From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey
Carrie R. Giboney Wall
ABSTRACT：Preservice teachers enter programs with beliefs about teaching and learning,constructed from prior schooling experiences. This longitudinal study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher.
文献来源：
Carrie R.Giboney Wall. From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey[J]. Teacher Development, 2016,20（3）：364–379.
【三】
推荐人：
徐鹏，东北师范大学文学院副教授，博士生导师。
推荐语：
教师专业发展学校（PDS）一直是教师教育领域的研究热点。很多研究者达成了一个共识：PDS的建构主要立足于教师群体的教研合作。尼德兰莱顿大学的三位研究者也同样关注这一议题。他们选择6所学校、5个教研组的20位初中教师作为研究对象，综合运用教研座谈、问卷调查、个案访谈等方法，力求在多样的学校情境中探究教师合作的影响因素和运行机制。通过多重个案的交叉比较，他们发现：教师合作的积极性取决于一个学校长期积淀的合作文化；教师合作无论是松散的还是紧密的，都能够为教师学习带来富有潜质的契机；考查和分析教师的教学实践能够促进他们开展富有意义的专业学习；此外，为了鼓励教师持续开展专业学习，学校应该为教师合作提供专业支持。研究者在系统分析数据的基础上，归纳了不同学校情境下教师合作的典型方式，揭示了教师合作的实践意义和现实挑战，对我们开展相关研究具有重要借鉴价值。
推荐文章：
School-based teacher collaboration：Different learning opportunities across various contexts
Loes de Jong Jacobiene Meirink Wilfried Admiraal
ABSTRACT：Teacher collaboration in secondary schools can form a fruitful context for teacher professional learning. The aim of this study is to understand collaboration in teacher groups given their teacher characteristics and school context. Using a cross case design, we study different teacher groups in multiple contexts. The fifindings confifirm results of other studies on teacher collaboration, which argue that short-term collaboration initiatives are depending on the prior existence of collaborative cultures. Deprivatisation of practice provides opportunities to support professional learning in teacher groups, although more support is needed, especially when this is new to teachers.
文献来源：
Loes de Jong，Jacobiene Meirink，Wilfried Admiraal. School-based teacher collaboration：Different learning opportunities across various contexts[J].Teaching and Teacher Education, 2019, 86（11）：1-11.
【四】
推荐人：
何劲鹏，东北师范大学体育学院教授，博士生导师。
推荐语：
问题分析透彻，引经据典，用词准确；引介理论切入点恰当、研究着力点突出、解决问题落脚点坚实。有助于教师问题意识培养，有利于强化教师师道自觉意识。论文深刻地剖析了当前体育课程改革所存在的路径依赖皈依问题，分析了利益冲突与改革的关系；建议健全自下而上的利益表达机制；处理好赋权和增能的关系，进一步增强体育教师的课程意识和能力势在必行。
推荐文章：
基础教育体育与健康课程改革实施困境与对策——从制度变迁中路径依赖的成因谈起
李斌
山东师范大学体育学院
摘要：运用文献资料法和逻辑分析法从制度变迁过程中路径依赖的成因窥探了体育与健康课程改革实施困境的内在机理。研究认为:体育课程制度变迁是新旧体育课程制度的规则系统及其功能的替代与转换的过程,课程制度在变迁过程中也呈现出路径依赖的特征。组织域中各主体策略选择的"纳什均衡",新旧课程制度选择上的低成本偏好,非正式规则转换的困难,既得利益者的牵制是体育课程制度变迁中路径依赖的皈依。提出了制度变迁过程中路径依赖的突破策略,即必须以"供给侧"改革理念完善体育与健康课程的制度体系;优化支持性环境,减少适应性预期对变革的阻碍;加强监督与问责机制,实现对课改执行的有效控制;健全自下而上的利益表达机制;处理好赋权和增能的关系,进一步增强体育教师的课程意识和能力。
文章来源：
李斌.基础教育体育与健康课程改革实施困境与对策——从制度变迁中路径依赖的成因谈起[J].体育科学,2017,37(03):13-20.
【五】
推荐人：
王秀红，东北师范大学化学学院教授，博士生导师。
推荐语：
伴随着“素养为本”的课程改革进入实施层面，教师们对核心素养与学科核心素养的理念趋于认同，对基于素养的教学已经有想变、要变、求变的思想，但是对教学实践路径不够清晰，本文对“素养为本”的教学设计与实施的研究，必将对教师的教学开展具有指导作用。
推荐文章：
“素养为本”的化学课堂教学的设计与实施
郑长龙 孙佳林
东北师范大学 伊犁师范学院
摘要：提高 “素养为本”化学课堂教学能力是新修订的 《普通高中化学课程标准 （２0１７年版）》对教师提出的新要求。“素养为本”化学课堂教学要以发展学生化学学科核心素养为主旨，将落脚点放在课堂教学设计和实施上。教学设计应注重学科主题整体设计，课堂教学板块和学习任务的具体设计，教学实施应注重采取化学核心教学策略，引导学生形成化学认识视角和认识思路，发展学生高阶思维。
文献来源：
郑长龙,孙佳林.“素养为本”的化学课堂教学的设计与实施[J].课程.教材.教法,2018(04):71-78.
教师教育研究院
2020年3月30日
