李子建,邱德峰

• 1:西南大学教育学部

摘要(Abstract)：

教师专业身份认同的形成和发展是在特定情境下通过正式和非正式的学习而实现的,实践共同体(CoPs)为理解这种动态的发展提供了新的视角,在多元的实践共同体中,专家和新手通过"合法的边缘性参与(LPP)"成为充分的或边缘性参与者。实践共同体概念的演变对教师专业发展及身份认同亦有新的启示。培育实践共同体的关键在于减少基于成员背景的差异和偏见,使其成为专业知识工作者,同时利用科技将实践共同体转变为拥有良好知识管理机制的知识共同体。

关键词(KeyWords)： 专业身份认同;实践共同体;合法的边缘性参与

Abstract:

Keywords:

基金项目(Foundation): 自治区普通高校人文社科重点研究基地新疆教师教育研究中心科研启动基金项目“教师专业身份的理解与认同”(项目编号:XJEDU040513A01)研究成果之一

作者(Author): 李子建,邱德峰

参考文献(References)：

• [1]Kelchtermans G.Getting the story,understanding the lives:from career stories to teacher's professional development[J].Teaching and Teacher Education,1993,9(5/6):443-456.
• [2]Coldron J,Smith R.Active location in teachers'construction of their professional identities[J].Journal of Curriculum Studies,1999,31(6):711-726.
• [3][6]Sugrue C.Student teacher's lay theories and teaching identities:Their implication for professional development[J].European Journal of Teacher Education,1997,20(3):213:225.
• [4]宋萑.教师专业认同:从专业角色走向身份认同[J].全球教育展望,2012(3):56-62.
• [5]张倩,李子建.职前教师专业身份认同建构困境与出路——对教师教育内涵式发展的思考[J].课程·教材·教法,2014,3(3):95-99.
• [7]赵明仁.先赋认同、结构性认同与建构性认同[J].教育研究,2013(6):78-85.
• [8]胡重庆,赵赟洁,周健华.实践共同体影响教师专业发展的有效机制探究[J].教育学术月刊,2012,5:65-67.
• [9][10]张平,朱鹏.教师实践共同体:教师专业发展的新视角[J].教师教育研究,2009,21(2):56-59.
• [11]陆静尘.实践共同体中教师学习的研究——以一所幼儿园为例[D].上海:华东师范大学,2009.
• [12]文静敏.从“一头雾水”到“恍然大悟”——一位小学数学教师在实践共同体的成长与收获[J].全球教育展望,2009(1):91-93.
• [13][18]Wenger,E,Mc Dermott RA,Snyder,W:Cultivating Communities of Practice Boson[M].MA:Harvard Business School Press,2002.
• [14]李茂荣.实践共同体概念的转化与反思:基于文本的分析[J].教育学术月刊,2015(7):27-34.
• [15][16][19]Linda C Li,Jeremy M Grimshaw,Camilla Nielsen,Maria Judd,Peter C Coyte&I an D Graham.Evolution of Wenger's concept of community of practice[J].Implementation Science,2009,4(1):1-8.
• [17]J·莱夫,E·温格.情境学习:合法的边缘性参与[M].王文静译.上海:华东师范大学出版社,2004:3.
• [20]Jennifer,L.Cuddapah&Christine D.Clayton.Using Wenger's Communities of Practice to Explore a New Teacher Cohort[J].Journal of Teacher Education,2011,62(1):62-75.
• [21]Lave,J.&Wenger,E.Situated learning:Legitimate peripheral participation[M].Cambridge:Cambridge University Press,1991.
• [22]Maynard,T.The student teacher and the school community of practice:a consideration of“learning as participation”[J].Cambridge Journal of Education,2001,31(1):39-52.
• [23]Cho,H.“Go for broke and speak your mind!”Building a community of practice with bilingual pre-service teachers[J].The Qualitative Report,2014,19(49):1-22.
• [24]Hodkinson,P.and Hodkinson,H.A constructive critique of communities of practice:Moving beyond Lave and Wenger[C].OVAL research working paper 04-02,The Australian Centre for Organisational,Vocational and Adult Learning,2004.
• [25][28]Wenger,E.Communities of Practice:Learning,Meaning and Identity[M].Cambridge University Press,1998.
• [26]Eckert,P.Linguistic variation as social practice[M].Oxford:Blackwell Publishers,2000,4.
• [27]Davies,B.L.Communities of Practice:Legitimacy,membership and choice[J].Leeds Working Papers in Linguistics and Phonetics,2005,9(4):557-581.
• [29]Gomez,P.&Rico,L.Learning Within Communities of Practice in Preservice Secondary School Teachers Education[J].PNA,2007,2(1):17-18.
• [30]Kimble,C.Communities of practice:Never knowingly undersold[J].Ec-Te106 Workshops,Crete,Greece,October,2006:2018-234.
• [31]中国教育科研网.尹后庆谈课程改革:统筹五个教育阵地,促进课程共同体建设[EB/OL].[2014-06-23].http://www.edu.cn/edu/zong_he/zong_he_zhuan_ti/kcgg/201406/t20140623_1138265.shtml.
• [32]Hoadley,C.M.&Kilner,P.G.Using technology to transform communities of practice into knowledgebuilding communities[J].SIGGROUP Bulletin,2005,25(1):31-40.
• [33]Hoving,D.&Verburg,R.M.Knowledge sharing in the HILAS network[C].Paper presented at the Theoretical Workshop-Strategic and theoretical challenges within the HILAS project,22-24 March 2006,Tenerife,University of La Laguna,2006.