中小学教师作为实践型教师教育者的专业素养模型建构

Theoretical Construction of Professional Competence Model of School Teachers as Practice-based Teacher Educators

为促进中小学教师深度参与高质量教师培养,明确中小学教师作为实践型教师教育者的专业素养及地位,研究基于中小学教师参与教师教育的九种核心实践,结合实践共同体理论和以人为本的价值取向,建构了涵盖基础素养、核心素养和拓展素养三层次进阶式专业素养模型。其中,基础素养强调立德树人、自我发展和研究创新;核心素养涵盖示范阐释、启发引导、评价反馈、沟通辅导和跨界协作;拓展素养则关注课程开发和教育引领。该模型不仅为实习指导教师的遴选与中国教师教育者的专业标准制定奠定学术基础,还对提升教师教育质量、完善开放协同联动的教师教育体系建设有重要意义。

The study formulates a tiered model of professional competence for school teachers as practice-based teacher educators,grounded in nine core practices,based on the Community of Practice Theory and people-oriented value system.The model is structured into three progressive levels:basic,core,and expanding literacy.Basic literacy is centered on moral education,self-improvement,and educational research.Core literacy encompasses demonstration&explanation,inspiration&guidance,evaluation&feedback,communication&counseling and cross-boundary collaboration.Expanded literacy is dedicated to the development of TE curricula and educational leadership.The model provides a scholarly basis for selection for cooperative teachers and construction of Chinese teacher educators'professional standards.It also holds significant potential for elevating high-quality teacher education and fostering an open,collaborative,and integrated TE system.