教师教学信念的发展道路:走向开放还是保守?——师范生与在职教师的教师教学信念比较  

TheDevelopment of Teachers Pedagogical Beliefs:More Progressive or Conservative?-Differences Between Pre-service And Pre-service Teachers

作　　者：黄磊 杨琳 李文昊 Huang Lei;Yang Lin;Li Wen-hao(The School of Educational Information Technology,Central China Normal University,Wuhan,Hubei,430079,China)

机构地区：[1]华中师范大学教育信息技术学院,武汉430079

出　　处：《教师教育论坛》2019年第11期89-97,共9页Teacher Education Forum

基　　金：湖北省高等学校省级教学研究项目“基于体验式学习的师范生教学设计能力培养方法与实践研究”(项目编号:2018086).

摘　　要：教师秉持何种教学信念不仅影响着学生的身心发展,而且为教师的专业发展指引着道路。在职教师和师范生由于实际教学经验不同,在教学信念的多个方面存在差异。对474名师范生和289名中小学教师的调查发现:师范生的教师教学信念包含重接受、重理解、重个性三个维度,而在职教师的教师教学信念结构中只有前两个维度;在重接受维度,师范生的教师教学信念比在职教师更开放,在重理解维度,情况则恰恰相反;与师范生教师教学信念取向有关的因素是性别和教学经验,与在职教师有关的是性别和教龄。研究推测:感知到的社会竞争压力越大,教师对知识接受的信念越保守;教学经验越丰富,教师对知识理解的信念越开放;学生角色感影响教师对个性教育的信念,多元教育价值观改变着教师教学信念的结构。Pedagogical beliefs that teachers have affect not only physical and mental development of students but also the direction of teacher professional development.It is different in many kinds of ways between pre-service and in-service teacher since they have different instructional experiences.The investigation of 474 pre-service teachers and 289 in-service teachers showed that(1)pedagogical beliefs of pre-service teachers were identified three dimensions including accepting-valued,understanding-valued and individual-valued,while pedagogical beliefs of in-service teachers were identified only the two former;(2)pedagogical beliefs of pre-service teachers were more progressive than those of in-service teachers in accepting-valued dimension,while the fact was just the opposite in understanding-valued dimension;(3)the factors influenced pre-service teachers pedagogical beliefs were gender and instructional experiences,while those for in-service teachers were gender and years of teaching.It was supposed that the more the perception of competitive pressure was,the more conservative were the teachers pedagogical beliefs to knowledge accepting;the more the instructional experiences were,the more progressive were the teachers pedagogical beliefs to knowledge understanding;the perception of students role affected teachers pedagogical beliefs to individualized education;multiple educational values changed the structure of teachers belief.

关 键 词：教学信念 师范生 在职教师 问卷编制 

分 类 号：G650[文化科学—教育学]