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| 教师眼中有效的专业发展活动：学校类型的影响 |
| Effective Teacher Professional Development Activities from the Perspective of Teachers: The Influence of School Type |
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| DOI： |
| 中文关键词: 教师专业发展；专业发展效果；学校类型；初中；教师 |
| 英文关键词:teacher professional development，effectiveness of teacher development，school type，secondary education，teachers |
| 基金项目:本文系2020年度上海市哲学社会科学规划教育学一般项目“基于上海实践的初中教师专业发展理论建构研究”（项目编号：A2002）的成果之一。 |
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| 中文摘要: |
| 目前有关教师专业发展活动有效性的研究，主要关注活动的设计和活动参与者的个人因素。文章以上海为研究地点，探查学校类型如何影响不同专业发展活动的效果。研究发现：社会声望较高的公办学校教师大多是“内向”的，视备课组之间的非正式交谈为最有效的专业发展方式；普通公办学校的教师较为“外向”，希望获得更多的外部支持；小型民办学校的教师对校内外的专业发展机会感到不满；大型民办学校则力求通过正式的备课组和教研组会议，传播标准化的教学模式。 |
| 英文摘要: |
| The existing literature on effective teacher professional development (PD) usually focuses on the structure of PD activities or the influence of PD participants. This study takes Shanghai as an example to investigate the influence of school type on the effectiveness of various PD activities. It is found that teachers of elite-public schools are inward oriented, regarding informal discussion in lesson planning groups as the most effective way of PD. Nonelite public school teachers are outward oriented to seek external support. Teachers of small private schools are in shortage of within- and out-of-school PD opportunities. In large private schools, formal PD meeting are held regularly to standardize teachers’ practices. |
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