教师动机:教师专业发展新议题  

Teacher Motivation:A New Perspective of Teacher Development Research

作　　者：韩佶颖[1] 尹弘飚[2] 

机构地区：[1]山东大学外国语学院,山东济南250100 [2]香港中文大学教育学院,香港999077

出　　处：《外国教育研究》2014年第10期88-95,共8页Studies in Foreign Education

摘　　要：教师专业发展包括教师认知、情意和行为方面的发展。以动机为核心的教师情意发展,与教师的认知、行为发展相互作用,既是教师专业发展的核心成分,又是影响教师改变及教学效能的重要因素。目前,在职教师动机研究多借鉴了目标定向理论与自我决定理论。将教师动机整合到教师专业发展的概念框架中,有助于深入揭示影响教师专业发展的个体的心理因素,帮助我们理解教师改变过程与教师专业发展效能等问题。Teacher development consists of three fundamental components： intellectual,attitudinal, and behavioral development. The significance of motivation-focused attitudinal development lies in the role it plays in prompting and determining intellectual and behavioral development, as well as the impact on teacher change and teaching effectiveness. Current knowledge about in-service teacher motivation mainly derived from achievement goal orientation theory and self-determination theory. Integrating teacher motivation into the framework of teacher development research helps to reveal the process occurring at micro-level development of individual teachers, hence contributes to the understanding of the process of teacher change and the efficiency of teacher development.

关 键 词：教师专业发展 教师动机 情意发展 教师改变 

分 类 号：G451[文化科学—教育学]