教师专业成长的心理学思考  

The Psychological Thinking on Teacher′s Professional Growth

作　　者：吉兆麟[1] 张建平[1] 

机构地区：[1]南通大学教育科学学院,江苏南通226007

出　　处：《江苏教育学院学报（社会科学版）》2006年第4期36-38,共3页Journal of Jiangsu Institute of Education(Social Science)

基　　金：江苏省教育科学"十五"规划课题(项目编号:D/2005/01/48);江苏省高校哲学社会科学课题(项目编号:05SJB880008)

摘　　要：教师的专业成长是教师个体的、内在的专业性的提高。目前存在着把教师发展放在整体社会结构中进行分析的社会学取向和把教师视为提供教育教学服务的专业工作者的教育学取向。从心理学的角度看,教师的专业成长是教师的自我专业发展意识、自我认识、职业认同、自我效能感、成就动机的变化发展过程,是专业自我、专业理想、职业体验的结合体。An educator＇s professional growth is an individual and professional promotion. Currently, the sociological mindset is to analyze a teacher＇s development within the whole social structure and to compare it to other pedagogical mindsets, while treating an educator as a professional worker who provides the service of educating and teaching. According to psychology, a teacher＇s professional growth is a varying, developing process. A teacher＇s self-awareness of his or her professional development, understanding of ego, occupation approbation, self-efficiency and intention of achievement will vary. Also, it is a combination of professional ego, professional ideals and occupational experience.

关 键 词：青年教师 专业成长 心理学思考 

分 类 号：G443[哲学宗教—心理学]