摘要
本文对关于教师幸福感研究的63篇英文文献进行综述,呈现了国外关于教师幸福感研究的文献特征、发展历程、主题内容和研究视角等相关问题的研究进展。我们发现,当前的研究已经体现出数量持续增长、地区多元和对象全面等特征,已经从教育学概念界定阶段步入多学科概念界定阶段,并尝试借助心理学、积极组织行为学等多种学科理论,以及多种研究方法来解读教师幸福感的主题内容,包括影响因素、生成过程和提升路径等多方面。
This paper reviews 63 overseas articles about teacher well-being from which it demonstrates characteristics,development history,subject contents,theory and method perspectives of foreign research on teacher well-being. We find that the current research has shown continued growth in numbers,covered various regions and comprehensive participants. The research has drawn on diverse theoretical perspectives,such as psychology,positive organizational behavior theory,as well as different research paradigms to describe and interpret the construct of teacher well-being,specifically its influence factors,generative process,and improving approaches. Therefore,such concept has been developing from educational terminology into a multidisciplinary concept.
出处
《教师教育研究》
CSSCI
北大核心
2015年第6期93-98,106,共7页
Teacher Education Research
基金
教育部人文社会科学重点研究基地北京师范大学教师教育研究中心2013年度自主研究课题"学校变革背景下的教师学习机制研究"
中央高校基本科研业务费专项资金资助课题"学校场域下的教师学习模式研究"的阶段成果
关键词
教师
幸福感
教师幸福感
teacher
happiness
teacher well-being