Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development
Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development
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第六章：教师学习与专业知识的获取：当代专业发展研究审视
DOI：
10.3102/0091732x024001173
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发表时间：
1999
影响因子：
6.4
通讯作者：
Jennifer I. Berne
中科院分区：
文献类型：
--
作者：
Suzanne M. Wilson;Jennifer I. Berne
在过去10年里，要求致力于教师学习的呼声呈指数级增长，这很可能是多种力量共同作用的结果。标准运动就是这样一股力量。要求提高教师标准的呼声不可避免地与要求提高学生标准的呼声同时爆发。如果学生需要以不同的方式接受教育，以满足新的评估和标准，那么教师也需要一些新的东西（例如，Cohen & Ball, 1990）。改革者开始注意到，改变课程和考试不会直接导致教学实践的改变。衡量学生表现的新方法需要新的教学方法。职业发展被吹捧为改革的入场券。增加教学专业化的努力是另一股力量。国家数学教师委员会（1989年、1991年）、国家英语教师委员会（1996年）、国家专业教学标准委员会（1989年）和州际首席学校官员联盟（国家首席学校官员委员会，n.d.a, n.d.b）等团体为专业教师和教学撰写了使命宣言和后续标准。专业教师需要专业发展。在要求教师专业发展的同时，也要求对教师学习进行更多的研究。然而，该领域对教师学习的“了解”程度令人困惑。在某种程度上，这是由于教师学习的分散性和偶然性。初任教师在教育部门学习方法和基础课程，在学科部门学习主题课程。他们有时在田间工作，有时在大学里工作。每一次上学的经历，无论是在小学、初中、高中，还是在学院或大学，都有可能教会他们什么是学校，老师做什么，以及人们是如何学习的。Lortie[1975]将这门课程描述为“观察的学徒期”，这是一个主要观点
In the past 10 years, the calls for a commitment to teacher learning have increased exponentially, most likely from a confluence of forces. The standards movement is one such force. Calls for higher standards for teachers inevitably erupted alongside calls for higher standards for students. If students needed their education served up differently in order to meet new assessments and standards, it followed that teachers would need something new as well (e.g., Cohen & Ball, 1990). Reformers began to note that changed curriculum and testing would not directly lead to changed teaching practices. New measures of student performance would entail new ways of teaching. Professional development was touted as the ticket to reform. Mounting efforts to increase the professionalization of teaching constitutes yet another force. Groups such as the National Council of Teachers of Mathematics (1989, 1991), the National Council of Teachers of English (1996), the National Board for Professional Teaching Standards (1989), and the Interstate Consortium of Chief State School Officers (Council of Chief State School Officers, n.d.-a, n.d.b) have authored mission statements and subsequent standards for professional teachers and teaching. Professional teachers require professional development. Concurrent with this call for more professional development has been a call for more research on teacher learning. Yet, what the field ' 'knows'' about teacher learning is rather puzzling. In part, this is due to the scattered and serendipitous nature of teachers' learning. Beginning teachers take methods and foundations courses in education departments and subject matter courses in discipline departments. Sometimes they work in the field, sometimes in the university. And every school experience, whether it be in elementary or middle or high school, in a college or university, has the potential for teaching them lessons about what school is, what teachers do, and how people learn. Lortie's [1975] characterization of this curriculum as the "apprenticeship of observation" has been a major