中小学教师发展力指标体系结构模型研究——基于扎根理论的调查分析  

Research on the Structural Model of Development Ability Indicators of Primary and Secondary School Teachers-A Survey Analysis Based on Grounded Theory

作　　者：陈名树 宋善炎[2] Chen Mingshu;Song Shanyan

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081 [2]湖南师范大学教师教育学院,湖南长沙410081

出　　处：《教育学术月刊》2023年第9期18-26,共9页Education Research Monthly

基　　金：2021年度广东省中小学教师教育科研能力提升项目(“强师工程”项目)“中小学教师发展力研究”(编号:2021YQJK115);2021年中国高等教育学会“现代化教育强国建设与教师教育改革”课题(编号:21ZSJSJYZD01)。

摘　　要：中小学教师发展所需的核心能力或动力,是当下教师教育研究的热点。基于经典扎根理论研究的程序,经过理论性抽样(数据收集)、实质性编码(数据处理)、理论性编码(理论构建),结合德尔菲专家函询,采用探索性因素分析和验证性因素分析进行验证,建构“中小学教师发展五力结构模型”。该模型包含“教师认知力“”教师情感力”“教师意志力”“教师行动力”和“教师反思力”5个一级指标和11个二级指标,32个测评题项。五力结构模型可以作为测量工具,考量当今教师发展的状况,为进一步提升教师教育能力提供参考依据。The core competencies or driving forces required for the development of primary and secondary school teachers are currently a hot topic in teacher education research.Based on the procedure of classic ground-ed theory research,through theoretical sampling(data collection),substantive coding(data processing),theoreti-cal coding(theory construction),combined with Delphi expert correspondence,exploratory factor analysis and confirmatory factor analysis were used for verify and construct the"Five Forces Structural Model of Teacher De-velopment in Primary and Secondary Schools".The model includes 5 primary indicators,11 secondary indica-tors,and 32 evaluation items.The 5 primary indicators are:"Teacher Cognition","Teacher Emotion","Teacher Willpower","Teacher Action",and"Teacher Reflection".The five-force structural model can be used as a mea-surement tool to assess the current status of teacher development and provide a reference for further development of teacher education capabilities.

关 键 词：中小学教师 发展力 扎根理论 结构模型 

分 类 号：G525.1[文化科学—教育学]