摘要
高校教师教育者的专业化是教师专业化的前提。目前高校教师教育者的群体队伍构成比较复杂,承担的专业角色多元。高校教师教育者专业成长过程中,教学方式受其学习方式影响,同时面临专业身份认同危机,自身的专业发展经历从学习者到教育者的转变过程,并以自我研究为基本途径。高校教师教育者岗前培训学院化、专业发展的方式有限、学术分离导致缺少合作、教师教育学不构成独立二级学科等因素影响高校教师教育者的专业成长。因此,要根据高校教师教育者专业成长的特征基于自我研究,建立大学——中小学的"双师型"教师教育者成长机制,构建高校教师教育者的专业发展共同体,推动大学教学与学习学术化,推进教师教育者专业化标准的制定进程。
Teachers＇ professionalism is based on university-based teacher educators＇ professionalism. At present, the group composition of university-based teacher educators is complex and the educators be assumed diverse professional roles. University-based teacher educators＇ learning methods affected teaching methods for professional development, while facing professional identity crisis, professional development experiences transition from learner to educator, and self-study as the basic way. Many factors affect university-based teacher educators＇ professional development： the training for pre-service u- niversity-based teacher educators is academic, the way of professional development is limited, academic separation lead to insufficient cooperation, teacher pedagogic is not sub-discipline of pedagogic and so on. Therefore, according to the charac-teristics of university-based teacher educators＇ professional development, self-study should be used and could establish ＂double teacher educators＂ growth mechanism of the university-primary and secondary school and the professional development community of university-based teacher educator, promote academic of university teaching and learning, meanwhile ad- vance the process of professional teacher educators standards-setting.
出处
《教师教育研究》
CSSCI
北大核心
2015年第3期13-18,共6页
Teacher Education Research
基金
国家社科基金教育学2014年度课题(CIA140184)成果之一
关键词
高校教师教育者
专业成长
特征
角色认同
university-based teacher educator
professional development
characteristic
role identity
