【作者】 李莉；

【导师】 戴伟芬；

【作者基本信息】 华中师范大学 ， 比较教育学， 2020， 硕士

【摘要】 绩效问责制的教育环境中,为应对学生的学业表现、社会情感和行为需求的多重变化,教师领导力开发、领导权力再分配已被认为是学校应对发展难题的重要抉择。教师领导力作为现代教师素养是其工作复杂性的集中体现,要求教师突破传统的单一教学范畴并展开与之相关的人际沟通、教学评估、学校管理、课程编制以及教育研究等工作,同时能对学生、同伴教师、校长或其他教育人士形成综合化的影响力。由此,教师渴求全面提升领导力素养以满足教育环境的高标准、严要求,同时学校希冀培养、发展一批具备领导力素养的现代教师来重塑学校文化并改进学生学习。综合考量了学校的需求以及教师的发展诉求后,以政府、高校、社会机构为代表的各方利益主体充分利用政策驱动、资金扶持与智慧投入等刺激手段鼓励推动教师领导力教育,在现有教师教育路径的基础上形成领导力培养取向,帮助教师实现领导力知识、能力与性格系统的全面擢升。期以教师领导力素养的改进为纽带,积极作用于学生的学业成绩提高以及学校的高效文化建设,最终达成教育质量提升的目的。本研究以建构发展理论为理论基础,将教师领导力教育视为教师主动建构领导力系统以应对教育环境更迭变化的过程,根据该理论的基本内涵与主张提取出四个关键词:环境、阶段性、知识整合与主动性。基于此,本研究剖析了建构发展理论与教师领导力教育的联系,进一步总结了美国各方利益主体在教师的学习环境、学习目标、学习内容以及学习方式四个方面采取的主要策略。鉴于我国相对集权的教育体制正在逐步走向分权并开始强调多元主体的权力共享,与美国多方参与的教师领导力教育具有内在一致性,同时两国又都面临以教师发展促教育发展的难题,因而研究美国基础教育教师领导力教育的策略能在一定程度上为解决我国教师培养问题提供可行经验。全文共分为五个部分:第一部分,缘起与发展。关注美国教师领导力教育的产生背景与发展历程,澄清其缘起背后的社会、教育与理论背景,梳理它在各发展时期的具体表现。第二部分,理论基础。选取建构发展理论为理论基础,总结理论的基本主张,提取其主要关键词,从而具体分析该理论与教师领导力教育的联系,用于介绍、描述和解释研究中存在现象的原因。第三部分,策略情况。从教师学习环境、学习目标、学习内容与学习方式四方面详细论述教师领导力教育的策略实施,选取具体案例对实施情况进行深入剖析,明确其选择依据与实践价值。第四部分,特点与评价。策略特点包括:强调多元主体的广泛协作;注重教师培养的科学规范;重视领导与教学的深入融合。策略评价包括美国教师领导力教育的成效与问题,以辩证认识其发展现状。第五部分,启示建议。基于我国国情结合美国的可行经验提出教师领导力培养工作中的相关启示:转变领导力认知观念;加强多方合作对话;制定教师领导力标准;融合教学技能与领导力。更多还原

【Abstract】 Under the educational background of performance accountability,in order to reaction to multiple changes in students’ academic performance,social-motional and behavioral needs,teacher leadership preparation and leadership redistribution have been considered as important choices for schools to cope with development problems.As modern teacher literacy,teacher leadership is a concentrated expression of work complexity.It requires teachers to break through the traditional single teaching area and to carry out related daily work such as interpersonal communication,teaching evaluation,school management,curriculum development and education research,so as to form comprehensive influences on students,peer teachers,principals or other educators.Thus,teachers are eager to comprehensively improve their leadership qualities to meet the high standards and strict requirements of the educational environment.At the same time,the schools hope to train and develop a group of modern teachers with leadership qualities to reconstruct campus culture and to improve student learning.After the consideration of the needs of schools and the development demands of teachers,all stakeholders represented by the government,universities,and social institutions make full use of stimulus measures such as policy-driven,financial support and smart investment to encourage the promotion of teacher leadership preparation.They form a leadership preparation orientation based on teacher preparation path,aiming to help teachers upgrade their leadership knowledge,ability and disposition system.Taking the improvement of teachers ’leadership literacy as a link,it actively plays a role in improving students’ academic performance and constructing the efficient campus culture,which may ultimately achieve the goal of improving education quality.This study takes the Constructive Development theory as the theoretical basis and regards teacher leadership preparation as a process in which teachers actively construct a leadership system to respond to changes in the educational environment.In addition,four keywords are extracted from the basic connotations and propositions of the theory:environment,stage,knowledge integration and initiative.Based on the keywords above,this study analyzes the relationship between the Constructive Development theory and teacher leadership preparation.Thus,this study summarizes and extracts the main four strategies about teachers’ learning environment,learning goals,learning content and learning methods took by various stakeholders in America.Since China’s centralized education system is gradually moving towards decentralization and emphasizing sharing power among multiple subjects,it inherently consistent with multi-participation teacher leadership preparation in America.Besides,both countries are faced of the same difficulty of improving education by teachers’ improvement.So,it is able to conclude some feasible experience to resolve the issues of the China’s teacher preparation by research on the strategies of teacher leadership preparation for basic education in America.The main contents are as follows:Part Ⅰ,the origin and evolution of teacher leadership preparation.This part focuses on the background and evolution process of the teacher leadership preparation in America,which begins with clarifying the social,educational,and theoretical background of its origin,and then sort out its specific performances in various evolution periods.Part Ⅱ,the theoretical basis of the strategies of teacher leadership preparation.The Constructive Development theory is selected as the theoretical basis of this study.Firstly,the main propositions of the theory are summarized.Then,the keywords are extracted according to the propositions above.Finally,the connections between the theory and the teacher leadership preparation are concluded to introduce,describe and explain why the phenomena in this study existed.Part Ⅲ,the strategies of teacher leadership preparation.The implementation of the strategies of teacher leadership preparation are discussed in terms of teacher’s learning environment,learning objectives,learning content and learning methods.Then,specific cases are selected to describe the implementation situation in detail,and to explain its selection basis and practical value.Part Ⅳ,the characteristics and evaluation of the strategies of teacher leadership preparation.The characteristics include:the emphasis on extensive collaboration of multiple subjects;the attention to the scientific norms of teacher preparation;the focus on the deep integration of leadership and teaching.The evaluation combines the effectiveness with problems of the teacher leadership preparation,for the purpose of dialectically figuring out its current situation.Part Ⅴ,the revelated suggestions for China’s teacher preparation.Combing Chinese national conditions with American practical experience and putting forward the relevant enlightenments for teacher preparation:transforming the perception of leadership;strengthening multi-party cooperative dialogue;developing teacher leadership standards;integrating teaching skills with leadership.更多还原