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教师实践性知识研究的创生和发展

魏戈 陈向明

魏戈, 陈向明. 教师实践性知识研究的创生和发展[J]. 华东师范大学学报(教育科学版), 2018, 36(6): 107-117. doi: 10.16382/j.cnki.1000-5560.2018.06.012
引用本文: 魏戈, 陈向明. 教师实践性知识研究的创生和发展[J]. 华东师范大学学报(教育科学版), 2018, 36(6): 107-117. doi: 10.16382/j.cnki.1000-5560.2018.06.012
WEI Ge, CHEN Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 107-117. doi: 10.16382/j.cnki.1000-5560.2018.06.012
Citation: WEI Ge, CHEN Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 107-117. doi: 10.16382/j.cnki.1000-5560.2018.06.012

教师实践性知识研究的创生和发展

doi: 10.16382/j.cnki.1000-5560.2018.06.012

The Emergence and Development of Research on Teacher Practical Knowledge

  • 摘要: 教师实践性知识研究作为一个独立的研究领域,在何种知识语境和社会情境下得以可能?本文从思想史研究中的知识社会学视角,对过去半个世纪教师实践性知识研究进行梳理发现,寻找教师专业合法性是其根本诉求。社会-政治话语和学术-技术话语的时代演变与互动,影响着教师实践性知识研究不同取向的创生与发展。而研究者对教师教育教学活动的理解之转变,进一步丰富了教师实践性知识的内在维度。教师实践性知识研究的关注焦点,从最初对教师专业实践的观测,走向教师专业知识的内容建构,最终回归教师职业的本质属性,以专业精神中的伦理与德性赋予教师专业合法性的价值根基。通过描绘教师实践性知识研究的复杂谱系,对我们理解教师专业化的历史地图具有启示意义。
  • 图  1  教师实践性知识研究谱系

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