摘要
Abstract
Teacher training,as an important means of professional development and learning for teachers,is currently facing several problems that limit the effectiveness of training and learning.Through a qualitative study of teachers in"replacement training",we have explored in depth how teachers can achieve boundary crossing learning in training.The results of the study show that,firstly,teachers'participation in training is influenced by the dual effects of external motivation from social culture and internal motivation from individual needs.Secondly,the occurrence of boundary crossing learning by teachers in training needs to meet the three conditions:boundary zone(place and resources of boundary crossing learning),boundary object(intermediar-y and bridge for boundary crossing learning)and boundary crossing learning(subject of boundary crossing learning).Ultimately,professional development is realized through the spiral cross-border learning mechanism,that is,through the identification and coordination of theoretical acquisition,the theoreti-cal transformation to achieve situational application,de-situation and re-situation to achieve practical wisdom,and reflection to boost iterative expansion.Therefore,the training process needs to build alliances of heterogeneous activity systems,clarify the core vision and goals of sharing,establish an open mechanism for communication and interaction,and promote cross-border integration and knowledge transfer to facilitate teachers'boundary crossing learn-ing.关键词
教师培训/跨界/教师跨界学习/跨界学习机制Key words
Teacher training/Boundary crossing/Teachers'boundary crossing learning/Boundary crossing learning分类
社会科学
