外国教育研究

2015, v.42;No.295(01) 118-128

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国外教师转化性学习研究述评
A Review of Teachers' Transformative Learning Research

陶伟;顾佩娅;
TAO Wei;GU Peiya;School of foreign languages,Soochow University;

摘要(Abstract):

变革时代的教师面临多重实践困境和理念矛盾,因此教师学习研究需要进一步拓展理论视角和研究方法。在国外成人学习研究领域,批判视角下的转化性学习理论经过30多年的发展逐步走向成熟,在研究教师深度学习方面表现出很强的解释力。教师转化性学习研究涉及现象描述、过程研究、项目/模型设计和影响因素探索四大主题,研究方法以质性为主,研究对象多针对职前和中小学教师,研究场景局限在英语国家,其他社会文化环境中的研究亟待发展。国内教师学习研究领域应该看到转化性学习理论重要的人文价值,鼓励采用多元的方法开展教师深度学习研究。
Teachers in changing times are confronted with multiple predicaments andconfusion in both beliefs and practice,which calls for new perspectives and methods inteacher learning research. Transformative learning with a critical perspective is such a newadult learning theory that has strong explanatory power in studying teachers' in- depthlearning. This theory has gradually grown into maturity in the last thirty years. Studies onteacher transformative learning covers four major themes:the phenomenon,the process,the project or model construction,and contextual factors. Most studies adopt qualitativemethods concerning mostly pre-service,and primary and secondary teachers. Most studiesare conducted in English speaking countries;studies in other sociocltural contexts are ur-gently needed. The field of teacher learning research in China should be aware of the hu-manistic value of transformative learning theory,and encourage teacher deep learning studywith multiple methods.

关键词(KeyWords): 教师学习;转化性学习;研究主题
Teacher learning;transformative learning;research themes

Abstract:

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基金项目(Foundation): 国家社会科学基金项目“中国英语教师专业发展环境研究”(项目编号:11BYY042)

作者(Author): 陶伟;顾佩娅;
TAO Wei;GU Peiya;School of foreign languages,Soochow University;

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