摘要
品性取向教师教育将品性视为与知识、技能同样重要的教师素质,并将发展教师品性作为教师教育的核心目标。所谓教师品性,就是教师先天固有或后天培养的稳定的行为倾向,这些行为倾向发端于教师内在的信念、态度和价值观。将教师品性作为教师教育的重点,主要是基于四个理由:教师品性影响教师效能以及学生的学业成就;教师品性影响教师的教学表现;教师品性影响教师知识与能力的展现;教师品性是教师进行道德示范的资本。教师教育机构可通过以下方法确定目标品性的构成:对已有资料的归纳和分析、问卷调查和德尔菲法。教师教育机构可通过以下策略培植教师品性:个人及团体层面的反思;文化陶冶;“品性自我评价表”的引导;教师教育者的示范以及创新性教学方法的运用。
Dispositions-oriented teacher education regards dispositions as a teacher quality as important as knowledge and skills,and makes the development of teacher dispositions the core goal of teacher education.The so-called teacher dispositions is the stable behavioral tendencies inherent in or cultivated by teachers,which originate from their internal beliefs,attitudes and values.There are four main reasons for making teacher dispositions a focus of teacher education:teacher dispositions affect teacher effectiveness as well as student academic achievement;teacher dispositions influence teachers’instructional performance;teacher dispositions activate teachers’knowledge and competence;and teacher dispositions is the capital for teachers’ethical modeling.Teacher education institutions can determine what constitutes the target dispositions through the following methods:generalization and analysis of existing data,questionnaire survey and the Delphi method.Teacher education institutions can cultivate dispositions through the following strategies:individual and group reflection;cultural enrichment;the use of“dispositions selfassessment scales”;teacher educators’demonstration,and the use of innovative pedagogical methods.
作者
周成海
Zhou Chenghai(Faculty of Education,Liaoning Normal University,Dalian Liaoning 116029,China)
出处
《教育科学》
CSSCI
北大核心
2023年第5期67-74,共8页
Education Science
基金
全国教育科学“十三五”规划2019年度国家重点课题“新时代教师专业标准研究”(项目编号:AFA190007)
关键词
教师品性
教师教育取向
教师素养
教师发展
teacher dispositions
teacher education orientation
teacher literacy
teacher development
作者简介
周成海(1974-),男,山东蓬莱人,辽宁师范大学教育学部教授,博士生导师,主要从事教师教育研究。
