論教師的養成：以“學為人師”為視角

深化教師教育改革的關鍵在於探索“教育人才成長和培養的規律”。探索規律的關鍵在於轉變教師教育的研究範式，以“促進學習”代替"內容提供”。新的研究範式下，教師學習的概念得以重構——不再是“學習如何教”的知識獲取過程，而是一個從外在情境到個體的知識技能，直至內在的情感態度、身份價值觀的生態性轉變的“學為人師”的過程。這一蘊含著系統的生態性轉變的學習過程，是以專業身份的建構與發展為導向和動力的，是以實踐參與為發生機制的，是以實踐社群(專業學習社群或專業共同體)為發生情境的。教師學習的這些規律性認識，為設計恰當的學習機會，促進教師學習的發生，滿足教師的學習需要，評價教師學習效果提供了理論依據。
The key to the success of teacher education reform is exploring ‘the laws of teachers’ cultivation’. To achieve that, the research paradigm of teacher education should be transferred from ‘content providing’ to ‘facilitating learning’. Guided with the new paradigm, the definition of teacher learning should also be reconstructed from the process of gaining knowledge on ‘learning how to teach’, into the process of ‘learning to become a teacher’, which contains ecological transition of outside context and individual’s knowledge and skills, internal emotions and attitudes, and values and identities. The whole ecological transition is driven and guided by the construction and development of professional identity, with the formation mechanism of practice participation and the context of community of practice or professional learning community. These laws on teachers’ learning provide theoretical framework for designing the learning opportunities to facilitate teachers’ learning, meeting their learning needs and evaluating their learning outcomes. Copyright © 2016 北京師範大學.