摘要
教师专业发展包括教师认知、情意和行为方面的发展。以动机为核心的教师情意发展,与教师的认知、行为发展相互作用,既是教师专业发展的核心成分,又是影响教师改变及教学效能的重要因素。目前,在职教师动机研究多借鉴了目标定向理论与自我决定理论。将教师动机整合到教师专业发展的概念框架中,有助于深入揭示影响教师专业发展的个体的心理因素,帮助我们理解教师改变过程与教师专业发展效能等问题。
Teacher development consists of three fundamental components： intellectual,attitudinal, and behavioral development. The significance of motivation-focused attitudinal development lies in the role it plays in prompting and determining intellectual and behavioral development, as well as the impact on teacher change and teaching effectiveness. Current knowledge about in-service teacher motivation mainly derived from achievement goal orientation theory and self-determination theory. Integrating teacher motivation into the framework of teacher development research helps to reveal the process occurring at micro-level development of individual teachers, hence contributes to the understanding of the process of teacher change and the efficiency of teacher development.
出处
《外国教育研究》
CSSCI
北大核心
2014年第10期88-95,共8页
Studies in Foreign Education
关键词
教师专业发展
教师动机
情意发展
教师改变
teacher development
teacher motivation
attitudinal development
teacher change
