论教师自我效能感的本质、结构与特征  

Teacher's Perceived Self-efficacy: Its nature,Structure and Characteristics

作　　者：洪秀敏[1] 庞丽娟[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《教育科学》2006年第4期44-46,共3页Education Science

基　　金：教育部人文社会科学研究博士点基金项目"教师发展的自我内在机制研究"(03JB880005)成果之一

摘　　要：教师自我效能感是教师对教育价值和自身教育能力的信念、判断与自我感受,它是教师素质构成的重要方面,对教师专业成长和儿童发展都具有重要作用。本文结合国内外已有研究,对教师自我效能感的内涵和结构进行了探讨,并揭示了教师自我效能感具有主观特征、内隐特征、情境性和非一致性等特征。Teacher＇s perceived self--efficacy is an important component of teacher＇s qualities. It refers to teacher＇s judgment and belief of educational influence and his or her own education abilities. It has great effects on education and teachers＇ professional development and children＇s development. In this paper, we discussed the nature and structure of teacher＇s perceived self-efficacy, and revealed the main characteris- tics of teacher＇s perceived self--efficacy： subjective, implicit, stable -- dependent and diverse in different aspects.

关 键 词：教师 自我效能感 本质 结构 特征 

分 类 号：G520[文化科学—教育学]