摘要
在影响教师专业发展的诸多因素中,教师教学效能感是一个重要而易被忽视的因素。从心理学教学效能感的视角来看,处于新手型、熟手型、专家型专业发展不同阶段的教师,都有各自不同的教学知行和心理特征。影响教学效能感的直接经验、情绪唤醒因素构成了教师专业发展的内在动力,替代经验、言语劝说则为教师专业发展提供强有力的外在支持。在内"拉"外"推"的双重作用下,较高的教师教学效能感能促进处于不同发展阶段教师的专业发展。
Among those factors influencing teachers＇ professional development, teachers＇ teaching efficacy is often ignored thought an important one. From the perspective of psychological teaching efficacy, novice teachers, proficient teachers and expert teachers at different stages of teachers＇ professional development have their own different teaching be- haviors and psychological characteristics. The direct experience and emotion awakening influencing the teaching efficacy constitute the internal force of teachers＇ professional development, while the substitute experience and verbal persuasion are the powerful external support. Under the dual function of internal ＂pull＂ and ＂external push＂, the higher teaching effi- cacy will be able to promote teachers＇ professional development at different stages.
出处
《教育理论与实践》
CSSCI
北大核心
2015年第5期38-41,共4页
Theory and Practice of Education
基金
山西省教育厅2014年度高等教育教学改革项目<人力资源管理专业专业核心课程群优化及教学方法改革研究>(项目编号:J2014136)
山西省教育科学"十二五"规划2012年度课题<基于知识管理理论的山西高校科技创新与成果转化的途径及策略研究>(课题编号:GH-12092)
山西省社科联2013至2014年度重点课题<山西青年劳动者就业质量提升研究>(课题编号:SSKLZDKT2013104)的阶段性研究成果
关键词
教学效能感
教师专业发展
新手型教师
熟手型教师
专家型教师
teaching efficacy
teachers＇ professional development
novice teacher
proficient teacher
expert teacher
