Teaching to Learn: Ways of experiencing the practicum, teacher education and development

ABSTRACT This paper draws on findings from three interrelated research projects to analyze ways of experiencing the practicum, teacher education and development from an interventionist collaborative perspective. The shared fundamentals are 1) learning and development are societal-historical activities inherent to the nature of human beings; 2) being and identifying are functions of our total life, not only of episodic engagement with some task; 3) knowledge and knowing are integral to human active engagement with the world. Results indicate how different forms of participation provide opportunities for colearning and for developing critical reflexivity, ethical attitude, (pre)professional confidence and autonomy.摘要 本文基于三项相互关联的研究项目的研究成果，从干预式协作视角出发，剖析了人们体验教育实习、教师教育与专业发展的多元路径。本文秉持以下核心共识： 1） 学习与发展是植根于人类本质的社会历史活动； 2） 存在与身份认同是我们完整生命历程的产物，而非仅源于针对特定任务的阶段性参与； 3） 知识与认知过程是人类主动与世界互动不可或缺的有机组成部分。 研究结果表明，不同形式的参与可为协同学习、批判性反思、伦理态度培育、（准）专业自信心塑造以及自主性提升提供宝贵契机。