教师专业发展与教师专业道德建设——教师生涯发展阶段的视角  

Teachers' Professional Development and the Moral Construction of Teachers' Profession——A Perspective of Teachers' Career Stage of Development

作　　者：杨启华[1] 

机构地区：[1]北京师范大学教育学院

出　　处：《中国德育》2009年第1期13-18,22,共7页Moral Education China

基　　金：教育部人文社会科学重点研究基地2004年重大研究项目"师德现状与教师专业道德建设研究"成果之一

摘　　要：在教师专业发展趋势下,进行教师专业道德建设必须考虑到处于生涯发展不同阶段的教师的特点与需求,有针对性地促进教师专业成长。教师生涯发展大致经历了教师生涯进入期、发展期、重新评估期、稳定期到退出期五个阶段。不同阶段教师成长的核心问题与教师专业道德发展需求是进行教师专业道德建设的依据。教师生涯发展对教师专业道德建设的启示在于:第一,尊重教师专业道德发展规律进行专业道德建设;第二,构建贯穿教师生涯的一体化的师德培育模式;第三,关注教师专业道德的"最近发展区",加强各阶段教师专业道德建设的衔接性。The moral construction of teachers＇ profession under the tendency of teachers＇ professional development should consider the characteristics and needs of the teachers in different stages of their career development, and facilitate their professional growth with aims. Teachers＇ career development, generally speaking, has five stages, including involvement period, development period, reevaluation period, stability period and withdrawing period. The core issues of teachers＇ growth in different stages and the demands of teachers＇ moral development in their profession are the basis for the construction of teachers＇ professional moral construction. The enlightenment of teachers＇ career development to teachers＇ moral construction of profession lies in： the first, the moral construction of profession should respect the rules of teachers＇ moral development of profession; the second, an integrated pattern of teachers＇ morality cultivation should be built that would go throughout teachers＇ lifespan; thirdly, the focus should be on ＂the proximal zone of development＂ in teachers＇ professional development to strengthen the connection of the construction of teachers＇ professional morality among various stages.

关 键 词：教师 专业发展 专业道德 教师生涯 

分 类 号：G451.1[文化科学—教育学]