摘要
教师自传研究是一种重要的专业发展途径,其中高水平的反思是教师自传研究的关键。研究针对职前教师自传多叙述或事件罗列、少反思或没反思的问题,研制职前教师反思水平考察工具,对182份全日制本科师范生的自传文本进行分析,揭示师范生自传的反思水平和特点。同时,以大三师范生G同学学习自传研究过程为例,来呈现其反思水平递进的过程。研究希望通过研究过程和结果的呈现以及所开发的学习工具的使用,使职前教师认识到自传研究的重要专业价值,增强他们的反思意识和水平,使他们提升自我研究的自觉性和能力。
Teachers＇ autobiography is an important tool of professional development. Reflective ability is key to teachers＇autobiographic research. In this paper, we examined 182 autobiographical texts of full-time undergraduates based upon evaluative tools we developed to reveal the quality of their reflective ability. We took the junior student G＇s study as an example to present theautobiography research process. The findings of this study can help pre-serviee teachers recognize the important professional values of autobiographical research, enhance their reflective awareness and ability, and promote their self-initiated study.
出处
《全球教育展望》
CSSCI
北大核心
2018年第1期93-105,共13页
Global Education
基金
华中师范大学中央高校基本科研业务费项目资助(项目编号:CCNU16A06007)的研究成果之一
关键词
职前教师
自传
反思水平
专业发展
pre-service teachers
autobiography
reflective level
professional development
