中国当代教师发展研究的理论创新——兼论“生命·实践”教育学派的教师发展观

Theoretical Innovation on Exploring Contemporary Teacher Development in China——An Outlook on Teacher Development from the Perspective of “Life,Practice” Academic School of Pedagogy

与各种理论取向的教师发展研究相比，“生命·实践”教育学派体现出教师发展内涵、价值和路径的整全取向、二元统一取向和实践取向。在此之下，教师发展是教师作为个体的人、作为社会角色以及作为承担学校具体教学、教育的人，在学校转型性实践中实现教育观念与行为的转型及自我更新。它消解不同取向教师发展研究之间的对峙，形成一种思想和逻辑上内在一致的教师发展观，实现中国当代教师发展研究的理论创新。

Compared with teacher development studies of other theoretical orientations, studies of ＂life, practice＂ education school reflects the integration, the unity of duality and practice-orientation when dealing with the connotation, the value and the path of teacher development. From this kind of perspective, teacher development refers that teachers achieve the conversion of educational concepts, behaviors, and selLrenewal as an individual, a social role as well as a particular teaching staff member and an educator in school transitional period, which eliminates the confrontation between different orientations of teacher development, achieve the internal consistency of the views of teacher development, and promotes the theoretical innovation of contemporary teacher development research.