轨迹·焦点·走向:师范生职业能力研究三十年

Trajectory,Focus,and Direction:A Thirty-Year Studyon the Professional Abilities of Pre-service Teachers

师范生职业能力是在师范生培育共识基础上形成的研究热点。以1992—2022年中国知网发表的773篇师范生职业能力研究论文为研究对象,剖析三十年来师范生职业能力研究轨迹。结果表明,师范生职业能力研究可划分为初步发展期和关注增长期两个阶段;尚未形成师范生职业能力研究的核心作者群,合作研究不足;主要呈现师范生职业能力的取向之争、内容之辩和路径之探三大研究焦点。研究认为,师范生职业能力研究深化的三重路向:一是加强理论研究与实践研究融合;二是知识体系完善中深化研究内容;三是师范生职业能力研究走向科学。

The professional abilities of pre-service teachers have become a research hotspot based on the consensus of pre-service teacher cultivation.By analyzing 773 papers on the professional abilities of pre-service teachers published on CNKI from 1992 to 2022,this study dissects the research trajectory over the past thirty years.The results show that the research on the professional abilities of pre-service teachers can be divided into two stages:the initial development period and the period of growing attention.There has not yet formed a core group of authors in the research on pre-service teachers’professional abilities,and collaborative research is lacking.The main research focuses are the debates on the orientation of pre-service teachers’professional abilities,the content,and the exploration of pathways.The study believes that there are three directions for deepening the research on pre-service teachers’professional abilities:1)Strengthening the integration of theoretical research and practical research;2)Deepening research content in the perfection of the knowledge system;and 3)Steering the research on pre-service teachers’professional abilities towards science.