从自在到自为:中师学历专家型教师专业发展叙事探究  

From“In Itself”to“For Itself”:a Narrative Study of Professional Development of an Expert Teacher with Secondary Normal School Education Background

作　　者：杜静[1] 侯晓华 Du Jing;Hou Xiaohua(Faculty of Education,Henan University,Kaifeng Henan 475004)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《沈阳师范大学学报（教育科学版）》2024年第3期73-80,共8页Journal of Liaoning Educational Administration Institute

基　　金：河南省教师教育课程改革研究重点项目(2022-JSJYZD-013);河南省基础教育教师发展研究创新团队建设计划资助项目(教师202241)。

摘　　要：认识专家型教师的专业发展历程,探究影响其成长的因素,有助于进一步丰富有关专家型教师的理论与实践知识,充分体现这一群体在教育发展中的价值。以具有中师学历背景的专家型教师A为对象展开叙事研究,结果发现,其专业发展历程是从“自在”到“自为”的过程:在职前专业发展的“自在”阶段,以素质教育为灵魂、以生命教育为底色、以发现教育为关键的中师教育为其职业生涯奠定了重要基础;在职后专业发展的“自为”阶段,促使其由“初级自为”向“高级自为”不断发展的外部因素主要包括社会环境、学校文化、同侪交往及学生评价,内部因素主要包括信念执着力、学习创新力、挑战应对力、行动奉献力及反思发展力。Understanding the professional development process of expert teachers and exploring the factors that affect their growth will help to further enrich the theoretical and practical knowledge of expert teachers and fully embody the value of this group in the development of education.The professional development of expert teacher Awith secondarynormal school education background is a process from“in itself”to“for itself”.The study finds that the secondary normal school education with quality education as the soul,life education as the bottom color and discovery education as the key,lays an important foundation for teacher A's career in her pre-service development stage.During the after-occupational development stage,she has experienced the germination period,impetuousness period,precipitation period,and is now in a challenge period.Her post-professional development is mainly influenced by external factors such as social environment,school culture,peer communication and stu dent evaluation.The internal elements are mainly belief of persistence,learning of innovation,taking up the chal lenge,actions of dedication and reflection of development.

关 键 词：专家型教师 教师专业发展 自在与自为 中师教育 叙事探究 

分 类 号：G451[文化科学—教育学]