教育家型校长:内涵、成长规律与培养路径  

Educator-type Principals:Connotation,Growth Law and Training Path

作　　者：王依杉 谢昊伦 陈悠然 WANG Yishan;XIE Haolun;CHEN Youran(Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《教师发展研究》2023年第4期21-27,共7页Teacher Development Research

摘　　要：教育家型校长是办学上取得成就,并在教育思想和教育实践领域同时产生重要社会影响的卓越群体。教育家型校长的成长呈现出多阶段、主体性与协同性的基本规律,并受到社会文化环境、学校组织与个人教育理想信念的综合因素影响。对教育家型校长的培养应从政策引领、制度保障、专业赋能多重路径着手,最大限度激发校长潜能,为其成长发展创设条件和机遇。Educator-type principals are an outstanding group who have achieved success in running schools and have had important social influence in the fields of educational thought and practice.The growth of teacher-type principals presents a basic law of multi-stage,subjectivity and synergy,and is affected by the comprehensive factors of social and cultural environment,school organization and personal educational ideals and beliefs.The cultivation of educator-type principals should start from the multiple paths of policy guidance,institutional guarantee and professional empowerment,so as to maximize the potential of principals and create conditions and opportunities for their growth and development.

关 键 词：教育家 教育家型校长 校长成长 校长培养 

分 类 号：G451[文化科学—教育学]