我国高校教师教育者专业素养现状调查  

An Investigation of the Professional Competency of Teacher Educators in Chinese Universities

作　　者：徐波[1,2] 高嵩[3] 陈晓端 XU Bo;GAO Song;CHEN Xiao-duan(Faculty of Education,Shaanxi Normal University,Xi'an 710062,Shaanxi;College of Educational Science,Xianyang Normal University,Xianyang 712000,Shaanxi;Faculty of Education,Shandong Normal University,Jinan 250014,Shandong)

机构地区：[1]陕西师范大学教育学部,陕西西安710062 [2]咸阳师范学院教育科学学院,陕西咸阳712099 [3]山东师范大学教育学部,山东济南250014

出　　处：《当代教师教育》2024年第1期53-62,共10页Contemporary Teacher Education

基　　金：国家社会科学基金“十三五”规划2019年度教育学一般课题(BIA190167)。

摘　　要：教师教育者的专业素养水平是提高教师教育效果、提升教师质量的重要影响因素。对教师教育者专业素养进行现状调查,既可以了解教师教育者专业素养的现实水平,又为我国教师教育者专业标准的制定提供实证依据。调查结果表明,我国教师教育者专业素养水平整体良好。教师教育者专业素养在人口学变量上的差异分析结果如下:它在地域、性别、年龄、教龄、职称上均存在显著差异,而在高校类型、学历、专业、最高学历背景和基础教育工作年限上均不存在显著差异。结合上述发现,为进一步提高我国教师教育者专业素养,需要做好如下三方面的工作,即制定新时代教师教育者专业标准、构建多层次教师教育者专业共同体、提升教师教育者专业身份之认同。The level of professional competency among teacher educators significantly influences the quality and effectiveness of teacher education.An investigation of the professional competency among teacher educators reveals not only the prevailing levels of competency but also furnishes empirical support for creating professional standards within China.The findings suggest that the overall professional competency of teacher educators is satisfactory.An analysis of differences in professional competency across demographic variables revealed significant variations by region,gender,age,teaching experience,and professional ranks,yet no notable differences were observed concerning the types of higher education institutions,academic backgrounds,fields of study,highest educational levels achieved,and tenure in primary education.Given these insights,three strategic initiatives are essential to improve the professional competency of teacher educators:establishing contemporary professional standards,building a stratified professional community,and fostering recognition of professional identity among teacher educators.

关 键 词：教师教育者 专业素养 专业标准 专业共同体 专业身份 

分 类 号：G42[文化科学—课程与教学论]