[1]周春红,陈向东.教师协作中的集体效能感:共享调节的视角[J].远程教育杂志,2021,(02):072-84.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.008]
 Zhou Chunhong,Chen Xiangdong.Collective Efficacy in Teacher Collaboration : A Perspective of Socially Shared Regulation[J].Distance Education Journal,2021,(02):072-84.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.008]
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教师协作中的集体效能感:共享调节的视角()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年02期
页码:
072-84
栏目:
专题研究
出版日期:
2021-03-20

文章信息/Info

Title:
Collective Efficacy in Teacher Collaboration : A Perspective of Socially Shared Regulation
作者:
周春红; 陈向东
华东师范大学 教育学部 教育信息技术学系,上海 200062
Author(s):
Zhou Chunhong; Chen Xiangdong
Department of Education Information Technology, East China Normal University, Shanghai 200062
关键词:
教师协作教师集体效能感共享调节教师教研
Keywords:
Teacher Collaboration Teacher Collective Efficacy Socially Shared Regulation Teaching Study of Teachers
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.02.008
文献标志码:
A
摘要:
当前的教师集体效能感研究越来越关注协作过程,提倡教师在协作中分享知识,为教师提供平等的对话和决策机会等。从共享调节的视角剖析教师集体效能感产生的内部机制,构建基于共享调节的教师集体效能感模型,是一种新的理论视角。在模型中,将影响教师集体效能感的协作过程中的因素,包括共同目标、任务清晰、团队互动、反思对话、授权教师、团队情绪等,纳入至共同建构的任务理解、设定目标与计划、监督和评价任务进展、调节和适应等共享调节的阶段中。之后,以上海市闵行区信息科技学科的一次在线协作教研活动为解释案例,对模型进行初步验证。研究表明:共享调节水平与教师集体效能感有很高的相关性;协作过程因素在共享调节各个阶段的分布不均匀,在不同阶段的作用也各不相同;共享调节与教师集体效能感的互相影响是通过各自维度产生作用的。这一研究结果有助于拓展教师集体效能感的理论基础,剖析教师集体效能感的形成机制;同时,解释案例提供了共享调节应用于教师协作活动中的示范,对改进目前教师教研具有重要的实践意义。
Abstract:
The studies on teacher collective efficacy pay more and more attention to the process of collaboration. These studies advocate teachers to share knowledge in teacher collaboration and provide teachers with equal opportunities for dialogue and decision-making. However, these studies need new theoretical perspectives. Therefore, this study analyzes the internal mechanism of teacher collective efficacy from the perspective of socially shared regulation and constructs a model of teacher collective efficacy based on socially shared regulation. In this model, the collaborative process factors influencing teacher collective efficacy, including common goals, task clarity, group interaction, reflective dialogues, empowered teacher and group emotions, are incorporated into the stages of the socially shared regulation including task understanding, goals and plans, task enacting, monitoring and evaluating, and regulating and adapting. In this study, an online collaborative teaching study activity of information technology discipline in Minhang District of Shanghai is taken as an explanation case, and the model is preliminarily verified. The results have shown that there is a high correlation between the level of socially shared regulation and teacher collective efficacy; the collaborative process factors of teacher collective efficacy are unevenly distributed in each stage of socially shared regulation, and their roles are also different in different stages; the mutual influence of socially shared regulation and teachers’ collective efficacy is produced by acting on their dimensions. The results are helpful to expand the theoretical basis of teacher collective efficacy and analyze the formation mechanism of teacher collective efficacy. The explanation case in this paper provides a demonstration of the application of socially shared regulation in teacher collaboration activities, which is of great practical significance to improve the current teaching study of teachers.

备注/Memo

备注/Memo:
基金项目:本文系上海市哲学社会科学规划教育学一般项目“基于共享调节的社会性阅读:理论建构与课堂实践”(项目编号:A2008)的阶段性成果。
更新日期/Last Update: 1900-01-01