教师专业学习社群研究：范式、旨趣与论述

Teacher professional learning communities is one of the major issues in the field of teacher professional development and teacher learning. With more than thirty years of development, establishing and developing teacher professional learning communities has been commonly recognized as an important strategy for enhancing teacher learning and improving school effectiveness in the educational policies and school reforms across the world. Accordingly, researchers have extensively examined teacher professional learning communities in different contexts. However, existing studies have rarely investigated the underlying values, epistemological interests, and inquiry intentions held by the research and practices of teacher professional learning communities. Drawing on Habermas’s theory of cognitive interests, we summarized the three inquiry paradigms (i.e., technical, practical, and critical paradigms) and six research discourses (i.e., restructuring, effectiveness, community, cultural, critical, and transformative d