基于古斯基理论的幼教名师工作室主持人专业发展路径研究

A Study on the Professional Development Pathways of Host Teachers in Early Childhood Education Master Teacher Studios: Based on Gursky’s theory

摘要: 基于古斯基教师专业发展理论，本研究采用个案研究方法，以L幼教名师工作室主持人为研究对象，系统探究其从“学习者”经“转化者”至“传播者”的专业发展路径。研究发现：主持人专业发展呈现“螺旋–转化”特征，在学员阶段以内部驱动为主，学习教育教学与运营管理知识；结业后凭借专业资本转化为工作室创办者，实现身份嬗变；成为主持人后创新性运用研修模式，发展需求从“资源获取”向“制度保障”转型。基于此，研究提出优化制度设计、强化组织协同、构建持续发展生态等建议，以期为破解学前教育区域发展不均衡困境、完善名师工作室培养机制提供理论与实践参考。

Abstract: Based on Guskey’s theory of teacher professional development, this study adopts a case study method, taking the host teacher of L Preschool Education Master Teacher Studio as the research subject, and systematically explores her professional development pathway from “Learner” through “Transformer” to “Disseminator”. The findings reveal that the host teacher’s professional development demonstrates a “spiral-transformation” characteristic: during the trainee stage, she was primarily driven by internal motivation, acquiring knowledge in teaching, education, and operational management; after graduation, she leveraged her professional capital to transform into a studio founder, achieving an identity metamorphosis; upon becoming a host teacher, she innovatively applied training models, with her developmental needs shifting from “resource acquisition” to “institutional guarantee”. Based on these findings, the study proposes recommendations including optimizing institutional design, strengthening organizational coordination, and constructing a sustainable development ecosystem, aiming to provide theoretical and practical references for addressing the dilemma of unbalanced regional development in preschool education and refining the cultivation mechanism of master teacher studios.