摘要
采用访谈法和问卷法,以522名教师为被试,基于个体中心的研究视角,通过考察影响不同水平专业发展能动性教师群体的外部环境因素与个体内部因素的作用机制,来探求教师专业发展能动性的发展机制。结果发现:在教师专业发展个人能动性的影响机制中,高能动性组教师比低能动性组教师增加了两条影响路径:一条是专业发展环境支持通过专业发展满意度影响教师效能感,进而影响教师的个人能动性;另一条是一般个人能动性通过专业发展价值观影响教师效能感,进而影响教师的个人能动性。在教师专业发展环境能动性的影响机制中,高能动性组教师比低能动性组教师也增加了两条影响路径:一条是一般环境能动性通过影响教师效能感,进而影响教师的环境能动性;另一条是一般环境能动性对教师环境能动性的直接影响。
The study attempts to explore the mechanism of teachers' agency in professional development.With 522 teachers being interviewed,it is carried on by questionnaires in an individual-centered perspective.Through examining the external factors and internal factors that influence the different-level agency teacher groups,the result indicates that the teachers in the high-level agency group have two more influence paths than the teachers in the low-level agency group in the influence mechanism of teachers' agency in professional development,one is that the environment of professional development influences their perceived self-efficacy by the degree of satisfaction on professional development,and further influences their individual agency,the other is that the general individual agency influences their perceived self-efficacy by the values of professional development,and further influences their individual agency. Compared with the teachers in the low-level agency group in the influence mechanism of environmental agency in professional development,the teachers in the high-level agency group also have two more influence paths that influence their environmental agency,one is that the general environmental agency first influences teachers' perceived self-efficacy,and further influences their environmental agency,the other is that the general environmental agency directly influences teachers' environmental agency.
出处
《教师发展研究》
2017年第1期56-66,共11页
Teacher Development Research
关键词
专业发展能动性
教师效能感
专业发展价值观
专业发展满意度
teachers' agency in professional development
teacher's perceived self-efficacy
values of professional development
degree of satisfaction on professional development