摘要
通过"自我研究"来诠释教师的教学专业成长历程是教师教育研究中一项有意义的尝试。教师的教学专业成长历程可划分为"经验与想象期"、"调适与更新期"、"精致与平稳期"、"倦怠与退出期"四个阶段,在每一阶段教师的教学专业成长都呈现出不同的特点。
It is a significative attempt to explain teachers＇ teaching professional growth process through self-study in the domain of teacher education research. In this article, the author divides the process into four periods： the experiential and imaginative stage; the adjusting and renovating stage; the exquisite and steady stage ; the running down and left office stage. In every stage, teachers＇ teaching professional growth takes on different characteristics.
出处
《教师教育研究》
CSSCI
北大核心
2009年第4期44-48,共5页
Teacher Education Research
基金
教育部人文社会科学研究2007年度规划一般项目(07JA88016)
辽宁省教育科学"十一五"规划立项课题(JG08CB004)阶段性研究成果之一
关键词
教师
教学专业成长
历程
自我研究
teacher
teaching professional growth
process
self-study
