體驗區
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| 篇名 |
循证教师专业发展之PD&R实践模式——以“北京师范大学APEx卓越教育家培养项目”为个案的研究
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| 並列篇名 |
The PD&R Practice Model of Evidence-Based Teacher Professional Development - The Case of “Beijing Normal University APEx Excellent Teacher Preparation Program”
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| 作者 |
廖伟(LIAO Wei)
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| 中文摘要 |
本研究以“北京师范大学APEx卓越教育家培养项目” 为个案，提出循证教师专业发展的PD&R (Professional Development Plus Research)实践模式。在PD&R模式下，教师专业发展的实践与研究双线推进、相互促进。一方面，教师专业发展实践人员采用已有研究证据与实践过程中收集的研究数据来设定课程目标、开发与实施课程内容、评估课程效果；另一方面，研究人员基于教师专业发展实践经验来拓展研究选题、形成“内部人－外部人”双重研究视角、开展纵深性个案研究。PD&R模式可能会造成“胁迫式参与” 与“摘樱桃式数据分析与证据汇报”等争议，本文最后讨论了如何避免这类争议，以及在PD&R模式下实践者与研究者如何共同促进教师专业发展事业的整体性发展。
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| 英文摘要 |
This study uses the “Beijing Normal University APEx Outstanding Educator Development Program” as a case, and proposes a PD&R (Professional Development Plus Research) practice model of evidence-based teacher professional development. Under the PD&R model, the practice and research of teacher professional development concurrently take place and mutually advance each other. On the one hand, practitioners of PD programs use existing research evidence and research data collected in the process of practice to set curricular objectives, develop and implement curricular content, and evaluate curricular effects. On the other hand, researchers use PD practices to broaden their research topics, form an “inside-outsider” dual research perspective, and conduct longitudinal case studies. The PD&R model may cause controversies such as “coerced participation” and “cherry picking style of data analysis and evidence reporting”. This article discusses how to avoid such disputes and how practitioners and researchers can collaboratively use the PD&R model to advance the whole field of teacher professional development.
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| 頁次 |
009-016
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| 關鍵詞 |
循证实践
、循证教师专业发展
、PD&R实践模式
、教师教育研究方法
、evidence-based practice
、evidence-based teacher professional development
、PD&R practice model
、teacher education research methods
、CSSCI
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| 卷期 |
32:4
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| 日期 |
202007
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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