教师专业学习社群研究：范式、旨趣与论述

doi:10.16382/j.cnki.1000-5560.2024.03.006

摘要/Abstract

摘要：

教师专业学习社群是当前教师专业发展与教师学习研究领域的一个主要议题。历经三十余年的演进，建立和发展教师专业学习社群以促进教师学习、提升学校效能已成为各主要国家教育政策与学校改革的共识。与之相应，研究者对不同情境中的教师专业学习社群也已开展了广泛且深入的探究，然而已有研究都未能系统检视教师专业学习社群研究与实践所持的价值立场、求知兴趣与研究意图。借鉴哈贝马斯所界定的认知旨趣，我们归纳了已有教师专业学习社群研究所遵循的三种研究范式（技术性、实践性与批判性研究范式）及其衍生的六种研究论述（重构论述、效能论述、社群论述、文化论述、批判论述与转变论述），总结了不同研究范式下研究者对教师专业学习社群所持的基本主张、研究重点与发展概况。基于本文所做的范式性分析，我们讨论了研究者应该如何看待三种研究范式之间的关系，并展望了不同范式中教师专业学习社群研究未来可能的发展方向。

关键词: 教师专业学习社群, 研究范式, 认知旨趣, 研究论述

Abstract:

Teacher professional learning communities is one of the major issues in the field of teacher professional development and teacher learning. With more than thirty years of development, establishing and developing teacher professional learning communities has been commonly recognized as an important strategy for enhancing teacher learning and improving school effectiveness in the educational policies and school reforms across the world. Accordingly, researchers have extensively examined teacher professional learning communities in different contexts. However, existing studies have rarely investigated the underlying values, epistemological interests, and inquiry intentions held by the research and practices of teacher professional learning communities. Drawing on Habermas’s theory of cognitive interests, we summarized the three inquiry paradigms (i.e., technical, practical, and critical paradigms) and six research discourses (i.e., restructuring, effectiveness, community, cultural, critical, and transformative discourses) in the existing research on teacher professional learning communities, and concluded the understandings of the nature of teacher professional learning communities, research emphases, and developments in each paradigm. Based on this paradigmatic analysis, we presented our attitudes towards various research paradigms, and outlined the directions for future research into teacher professional learning communities in each paradigm.

Key words: teacher professional learning communities, inquiry paradigms, cognitive interests, research discourses

尹弘飚, 秦晗. 教师专业学习社群研究：范式、旨趣与论述[J]. 华东师范大学学报(教育科学版), 2024, 42(3): 61-77.

Hongbiao Yin, Han Qin. Framing the Research into Teacher Professional Learning Communities: Paradigms, Interests and Discourses[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(3): 61-77.

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