中国教师自我意识研究系统性文献综述

Systematic Literature Review of Chinese Teacher’s Self-consciousness Research

21世纪以来,国际教师教育发展与实践创新把教师专业发展推向了改革的主流,作为教师专业发展的内核要素,教师自我意识已经成为学界关注的焦点问题。文章采用系统性文献综述方法,描述性统计与分析了我国近二十年教师自我意识研究。在普适性研究的主导下,经历的阶段性的进展情况以及研究主题扎堆于显性的作用与关系、研究范式失衡、方法单一的特征。在此基础上,文章提出几点展望:夯实实然层面不同教师群体类型的现状研究;拓宽多学科多视角理论关照下的系统研究;强化量化研究、质性研究以及混合研究等多种研究方法支撑下的实证研究。

Since the 21st century,the development and practical innovation of international teacher education have pushed the professional development of teachers to the mainstream of reform.As the core element of the professional development of teachers,teachers’self-consciousness has become the focus of the academic circle.This paper uses a systematic literature review to analyze the progress and characteristics of teachers’self-consciousness in nearly 20 years.The research process has experienced phased development under the leadership of universality research,showing the focus of the research themes on the relationship and interaction,imbalanced research paradigm and a single method.On this basis,some perspectives are proposed:ramming up the current situation of different teacher groups;broadening systematic research supported by different theoretical perspectives;strengthening empirical research supported by quantitative research,qualitative research,and blended research.