教师*成为“反思实践者”、“教育专家”或“研究者”的新型角色, 日渐渗透到教师专业发展的日常活动中。如何认识并逐步实现这种角色之嬗变, 既是提高教师专业素质的关键, 亦是落实教育改革理念的重要保证。本文从知识的视野出发, 认为当前教师专业发展角色的变化有其深刻的知识论基础, 即教师不再仅仅作为知识的被动“消费者”与“传递者”的角色; 教师作为实践知识的主动建构者, 同样是教育知识的“生产者”与“创造者”。这在本质上提高了教师专业发展的主动性。要促进教师专业发展的这种角色转换, 首先需要中小学教师与教育理论研究者双方在知识观上的根本转变。 *本文所指的“教师”, 特指中小学教师
琼 李 , 玉菁 倪 . [J]. Journal of East China Normal University(Educational Sciences), 2004 , 22(4) : 31 -37 . DOI: 10.16382/j.cnki.1000-5560.2004.04.005
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中国人文社会科学核心期刊