摘要
教师专业化的发展经历了一个从非专业化到专业化,从群体专业化到个体专业化,从个体被动专业化到个体主动专业化的过程。从心理学的角度来看,教师专业化获得良好的发展需要教师具有良好的职业承诺、特定的知识结构和自主发展等心理基础,教师专业化发展的心理机制的实质在于教学反思,教师职业的有效性、独特性和不可替代性是衡量教师专业化发展水平的标准,行动研究是促进教师专业化发展的重要途径。
Teacher' s professional development ( TPD) has gone through this process: From nonprofessionalization to professionalization, collective professionalization to individual professionalization and individual passive professionalization to individual active professionalization. In psychological perspective, TPD is based on teacher's occupational commitment, special knowledge structure and autonomy. The essence of psychological mechanism of TPD is reflective teaching. Evaluation standard of TPD level is the professional validity, particularity and irreplaceability. Action research is a major means of TPD.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2004年第1期33-39,共7页
Journal of Beijing Normal University(Social Sciences)
关键词
教师
教师专业化
心理学视野
teacher
teacher's professionalizaton
psychological perspective
