課堂學習研究：教師專業發展的平臺

教育改革成功的關鍵在於教師專業能力的發展與提升。「課堂學習研究」是香港教育學院推動的具有特色的教師專業發展項目。該項目以改善課堂教學質量為核心，通過大學研究人員與教師的協作，在校本行動研究的基礎上提供教師反思及再實踐的機會，為教師持續的專業發展搭建了一個可操作的平台。本文檢視了在「課堂學習研究」的實踐過程中，教師如何從與不同成員的互動中得到學習的機會，實現自身的專業發展。
The success and failure of educational reforms hinges on the professional capability of teachers. The Learning Study developed by the Hong Kong Institute of Education has proved to be an effective means of supporting teachers’ professional development. The Learning Study has the improvement of teaching and learning at its core. Through close school–university collaboration, teachers are supported by researchers to engage in school – based action research to reflect on their practice, and to building a platform for continuous professional development. This paper examines the opportunities to learn offered to teachers during the process of the Learning Study, as they interacted with participants in the learning community, including their own students, their colleagues, teachers from the school community and the researchers. The Learning Study has a well constructed theoretical framework which has been tested and improved over a period of seven years with over 260 Learning Studies. It has gained enormous support from the school community, and has contributed to a common language for lesson planning, observation and analysis in a large number of schools. Copyright © 2009 江蘇省教育科學研究院.