“教研学”三位一体的教师教育者专业发展的叙事研究

An Narrative Research on the Professional Development of Teachers' Educators Based on “Teaching-Research-Learning”

以研究者的专业发展历程中的重要事件为叙事线索,梳理由新手教师教育者到成熟型教师教育者的几个阶段:求生存阶段、自发发展阶段、高原期和自觉发展阶段。这一历程体现了教学、研究和学习三者相互融合以推动教师教育者专业发展的基本规律。教师教育者的特殊性决定了教师教育者专业发展的主要方法与途径是自我研究,而加强教师教育的学科建设,创设支持性的发展空间则是教师教育者专业发展所需要的外部环境。进行"教研学"三位一体的教师教育者专业发展的叙事研究,旨在有效地促进教师教育者专业发展,并为相关研究提供鲜活的素材。

Taking the important events in the course of the professional development of the researcher as the clue, three stagesof teacher educator from the novice to the mature are “the survival stage, the spontaneous development stage and the self-conscious development stage”. This process reflects the basic laws, which it is the integration of teachcing, research and learning that promotes the professional development of teacher educators. The particularity of teacher educators determines that self-study is the main way and approach for their professional development. Strengthening the discipline construction and creating a supportive space for development are the external environments for teacher educators’ professional development. To conduct the narrative research on “teaching-research-learning” for teacher educators’ professional development is efficient and could support relevant researches with fresh data and materials.