基于教师发展的教师信念:意蕴阐释与实践建构  

Teacher Belief Based on Teacher Development: Meaningful Interpretation and Practical Construction

作　　者：肖正德[1] 

机构地区：[1]杭州师范大学教师发展研究中心

出　　处：《教育研究》2013年第6期86-92,共7页Educational Research

基　　金：教育部人文社会科学规划基金一般项目"文化冲突与调适:新课程改革中的深层次问题及对策研究"(项目编号:11YJA880054)的阶段性研究成果;杭州师范大学优秀中青年教师支持计划项目和勤慎项目资助

摘　　要：基于教师发展的视角来诠释,教师信念是教师人生的精神支柱、教师职业的奉守信条、教师文化的核心要素、教师行为的隐性向导和教师发展的内在动力。教师信念的构建并非抽象的概念,而是非常具体的实践问题。教师信念建构之实践策略包括:在学习共同体愿景的塑造中,促进教师信念的培育;在反思性实践中,促进教师信念的确立;在合作性交流中,促进教师信念的提升;在行为更新中,促进教师信念的变革。Based on the perspective of teacher development, teacher belief is the spiritual pillar of teacher life, the faithful creed of teacher profession, the core factor of teacher culture, the invisible guidance of teacher behavior and the intrinsic power of teacher development. The construction of teacher belief is not an abstract concept but a very specific and practical issue. The practical strategies to construct teacher belief include the cultivation of teacher belief in the vision-shaping of learning community, the establishment of teacher belief in the reflective practice, the promotion of teacher belief in cooperative communication, and the transformation of teacher belief in revising the behaviors.

关 键 词：教师发展 教师信念 实践建构 

分 类 号：G451.1[文化科学—教育学]