發(fā)展關(guān)于教師的專業(yè)知識

前言

　　The book Developing Professional Knowledge about Teachers represents a significant step forward in our work with teachers. This book provides a vital link between work on teachers voices， life-history and new patterns of analysis and pedagogy. The book fits into our growing understanding of the crisis of teacher education and of the representational crisis at the root of some of the problems. The Representational Crisis Educational study is again undergoing one of those recurrent swings of the pendulum for which the field is noted. But， as the contemporary world and global economies are transformed by rapid and accelerating change， such pendulum swings in scholarly paradigms seem to be alarmingly exacerbated. Hence， we see a set of responses to a specific structural dilemma in which educational study has become enmeshed. But alongside this， the field is becoming engulfed （though more slowly than in many fields） by a crisis of scholarly representation. A specific structural dilemma now becomes allied with a wider representational crisis.

內(nèi)容概要

《發(fā)展關(guān)于教師的專業(yè)知識》一書標(biāo)志著教師研究領(lǐng)域向前發(fā)展的重要一步。本書為教師的聲音、教師的人生里程和新的分析路徑與新的教學(xué)研究模式提供了至關(guān)重要的領(lǐng)域整合。此著作的出版從根本上幫助和加深了我們對教師教育問題與教師研究的再現(xiàn)危機(jī)的認(rèn)識與理解，并展示了新的發(fā)展路徑。

書籍目錄

Chapter One Introduction: Understanding Teachers   in Changing ContextsChapter Two Navigating the Conceptual Landscape   Mapping the Field   The Knowledge-base for Teachers   The Teachers' Voices   Images and Metaphors  Stories and Folkways   Life-history and Critical IncidentsChapter Three Life-history Narrative Perspective   Approaches to Studying Teachers    What Is Life-history Narrative Perspective?  On Narrative   Life-history   The Main Issues with Narrative Perspectives   Why Life-history Narrative Perspective?  Ethics and TrustworthinessChapter Four Diachronic Analysis  Understanding Life-history Narrative as Data  Diachronic and Synchronic Framework  A Case of Intergenerational Analysis of Three Teachers.  Change and Continuity  Life-history as Learning to TeachChapter Five Synchronic Analysis  Narrative Accounts of Two Novice Teachers  Narrative Accounts of Five Experienced Teachers  Narrative Accounts of a Veteran TeacherChapter Six Pedagogy as Caring  Caring and Grammar Teaching  Care for Those Who Care  Chapter Seven  Post-epiphanyAppendix 1 A Sample of Biographic-narrative InterviewAppendix 2 A Sample Follow-up ConversationReferencesList of Diagrams   Diagram 1: Narrative research: th~ee-dimensional nature   Diagram 2: Diachronic and synchronic analysis with metaphor, life-story and critical incident   Diagram 3: A chart of key metaphors of the three generational teachers   Diagram 4: Pedagogy intertwined with caring and grammar teaching

章節(jié)摘錄

　　This chapter surveys the relevant works on teachers knowledge research and sets up the theoretical framework and the conceptual landscape for developing knowledge about teachers, by introducing the key concepts, such as the teachers voices, stories and folkways; image and/or metaphor. These notions are further linked up with life-history synthesized to generate professional knowledge in the field. Educational research has long been studying teachers and the nature of teaching, and it has been increasingly recognized that teachers themselves, as well as the methods and materials they use, are central to improving teaching and students learning （Calderhead, 1987; 1988; 1996; Elbaz, 1983; Shulman, 1987; Freeman and Johnson, 1998, 2006）. Studies of teachers knowledge and professional lives （e.g. Ball and Goodson, 1985; Goodson, 1992; Goodson and Sikes, 2001; Huberman, 1989; Clandinin and Connelly, 1996, 2000; Wu, 2005; Zhao, 2008a） have further developed the knowledge base for recognizing the dialectic relationship between teachers understanding of teaching and the wider social contexts in which they teach and live. That, to some extent, has established a baseline foundation for developing professional knowledge about teachers and their work. The question as to what makes someone a good and able teacher provoked the study into the nature of the knowledge for, and of, teachers, and the sources of that knowledge. Their understanding of teaching and learning results from various learning experiences constitutes the major sources for teachers underlying knowledge that guide their day-to-day practice （Calderhead, 1988; Elbaz, 1983; Grossman, 1990; Shulman, 1999, 2006）.

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