摘要
同步课堂是当前应用信息化技术促进区域教育优质均衡的重要实践。基于实践共同体理论的视角,运用深度追踪访谈和课堂观察等研究方法收集实证研究资料,以6支教学团队中的20位教师为研究对象,考察同步课堂教师身份建构和团队实践过程。研究发现,虽然同步课堂项目设计了“主讲-助教”的教师角色结构,但教师身份改变和团队实践过程都充满了张力和挑战。优质学校教师的身份在对“我是主导者和带动者”的认同和“我也要对得起我面前的学生”的协商中形成,呈现出充分参与和边缘性参与两种状态;薄弱学校教师的身份在对“我是辅助者和受益者”的认同和“我还是我们班学生的直接负责人”的协商中形成,呈现出边缘性参与和边界性参与两种状态。教师个体身份建构的张力也在理念、人际和实践3个层面上塑造着教学团队实践,并非所有教学团队都能够自然形成教师实践共同体。
The implementation of synchronous interactive hybrid classrooms,facilitated by information technology,is a significant approach to the promotion of balanced and high-quality development of regional education.From the perspective of the practice community theory,this study collected empirical research data with the methods of in-depth interviews and classroom observations.The study focuses on 6 teaching teams and 20 teachers from them,examining the process of teacher identity construction and team practices in synchronous classrooms.The findings of the study reveal that both teacher identity transformation and team practice processes are filled with tension and challenges although the synchronous classroom project has designed a“lecturer-assistant”teacher role structure.The identity of teachers in high-quality schools is formed through the negotiation of“I am the leader and facilitator”and“I must live up to the expectations of my students”,resulting in states of full participation and peripheral participation.On the other hand,the identity of teachers in disadvantaged schools is formed through the negotiation of“I am the helper and beneficiary”and“I am still directly responsible for my students”,resulting in states of peripheral participation and boundary participation.The tension in teacher identity construction also shapes the practices of teaching teams at the conceptual,interpersonal,and practical levels,indicating that not all teaching teams naturally form a teacher community of practice.
作者
张佳伟
柏静
李莹
ZHANG Jiawei;BAI Jing;LI Ying(School of Education,Soochow University,Suzhou 215021,China;Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《教师教育学报》
2023年第6期97-105,共9页
Journal of Teacher Education
基金
2021年度江苏省社会科学基金项目“江苏流动儿童学情追踪与政策回应机制研究”(21JYB019),项目负责人:张佳伟
江苏省教育科学“十四五”规划2021年度专项课题“基于义务教育优质均衡发展背景下的县域学校集团化办学模式的研究”(JJZL/2021/01),项目负责人:张佳伟。
关键词
同步课堂
教师身份建构
实践共同体
教育均衡
教育信息化
synchronous interactive hybrid classroom
constructionof teachers identity
community of practice
balanced development of education
education informatization
