论教师生涯阶段认识的现实趋向
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摘要
对教师生涯阶段问题的深入探讨,无论对于教师教育还是教师自身的发展而言,都具有重大的意义。在国内外学者的共同努力下,此一研究领域不断发展,呈现出一些认识层面的趋向。总的来说,当前教师生涯阶段的认识呈现出由"时间周期"趋向"专业成熟"、由"一维线性"趋向"多维动态"、由"被动展开"趋向"个体能动"、由"职后导向"趋向"前后一体"的态势。深入理解这些趋向,对进一步深化人们关于教师生涯阶段问题的认识无疑具有重要意义。而相关认识的不断发展,无疑还需未来的研究者们在方法论层面做更多的探索。
Research on teacher career stages( TCS) is of great importance both for teacher education and teachers' professional development. The present paper is a review of current research trends in TCS. Generally speaking,research on TCS now has become multidimensional rather than mono-dimensional,focusing on teachers' "professional maturity"and covering all stages of their"professional circle of life". These new perspectives undoubtedly help to deepen our understanding about TCS. On the other hand,it is still necessary for researchers to adopt updated methodology for TCS research.
Research on teacher career stages( TCS) is of great importance both for teacher education and teachers' professional development. The present paper is a review of current research trends in TCS. Generally speaking,research on TCS now has become multidimensional rather than mono-dimensional,focusing on teachers' "professional maturity"and covering all stages of their"professional circle of life". These new perspectives undoubtedly help to deepen our understanding about TCS. On the other hand,it is still necessary for researchers to adopt updated methodology for TCS research.
引文
[1]皮亚杰,J.发生认识论原理[M].王宪钿,等,译.北京:商务印书馆,1985:1.
[2]埃里克森,E.同一性:青少年与危机[M].孙名之,译.杭州:浙江教育出版社,2000:79-127.
[3]Levinson,D.A Conception of Adult Development[J].American Psychologist,1986(1):3-13.
[4]Getzels,J.&Guba,E.Social Behavior and the Administrative Process[J].School Review,1957:429.
[5]马斯洛,A.动机与人格[M].许金声,等,译.北京:华夏出版社,1987:1.
[6]Hattie,J.Teachers Make a Difference:What is the Research Evidence?[C].Australian Council for Educational Research Annual Conference.University of Australia.2003:152.
[7]Podsen,I.Teacher retention:What is Your Weakest Link?[M].New York:Eye on Education,2002:1.
[8]刘捷.专业化:挑战21世纪的教师[M].北京:教育科学出版社,2002.
[9]洛克,J.人类理解论(上)[M].关文运,译.北京:商务印书馆,1983:68.
[10]叶澜,等.教师角色与教师发展初探[M].北京:教育科学出版社,2014:269.
[11]Peterson,A.Teachers’Changing Perceptions of Self and Others throughout the Teaching Career:Some Perspectives from an Interview Study of Fifty Retaired Secondary School Teachers[C].Southwest Educational Research Association,1979:26.
[12]Super,E.A Life-span,Life-space Approach to Career Development[J].Journal of Vocational Behavior,1980(3):282-298.
[13]Day,C.,et al.Teachers Matter:Connecting Work,Lives and Effectiveness[M].London:Mc Graw-Hill Education.2007.
[14]转引自:彭小虎.社会变迁中的教师生涯发展[D].上海:华东师范大学教育学院博士学位论文,2005:37.
[15]Gregorc,A.Developing Plans for Professional Growth[J].NASSP Bulletin,1973(57):1-8.
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[17]Burden,P.Teacher’s Perceptions of the Characteristics and Influences on Their Personal and Professional Development[M].Ohio:Ohio State University,1979:102-272.
[18]Berliner,D.Learning about and Learning from Expert Teachers[J].International Journal of Educational Research,2001(5):463-482.
[19]Katz,L.Developmental Stages of Preschool Teachers[J].Elementary School Journal,1972(1):50-54.
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[21]陈木金.创造专业与评鉴结合的教师进修文化[J].师友月刊,2005,(11):12-16.
[22]Oja,S.N.Developmental Theories and the Professional Development of Teachers.[C].The Annual Meeting of the American Educational Research Association.Boston,1990.
[23]Fessler,R.&Christense,J.教师职业生涯周期[M].董丽敏,等,译.北京:中国轻工业出版社,2005.
[24]Vonk,J.H.C.Mentoring Beginning Teachers:Development of a Knowledge Base for Mentors.[C].The Annual Conference of the American Educational Research Association.Atlanta,1993.
[25]Huberman,M.,et al.The Lives of Teacher[M].Neufield,J.trans.London:Cassell Villiers house,1993:13-16.
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[27]斯黛菲,B.E.,等.教师的职业生涯周期[M].杨秀玉,赵明玉,译.北京:人民教育出版社,2012:1.
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[29]林慧瑜.国小教师生涯发展阶段与教师关注之研究[D].台北:中国文化大学博士学位论文,1993:56.
[30]Podesen,I.Teacher Retention:What is Your Weakest Link?[M].New York:Eye on education,2002:1.
[31]Fuller,F.Concerns of Teachers:A Developmental Conceptualization[J].American Educational Research Journal,1969(6):207-226.
[32]Fuller,F.Brown,O.H.Becoming a Teacher[M]//K.Ryan(Ed.).Teacher Education.Chicago:University of Chicago Press,1975:37-39.
[33]Fessler,R.Dynamics of Teacher Career Stages[M]//Guskey,T.R.&Huberman,M.Professional Development in Education:New Paradigms and Practices.New York:Teachers College Press,1995:176.
[34]Feiman-Nemser,S.Learning to Teach[M]//Shulman,L.&Sykes,G.Handbook on Teaching and Policy.New York:Longman Press,1983:150-170.
[35]王秋绒.教师专业社会化理论在教育实习设计上的意义[M].台北:师大书苑有限公司,1991:1.
[36]转引自:中央教育科学研究所,编译.简明国际教育百科全书·教学(下册)[K].北京:教育科学出版社,1990:64.
[37]Maskit,D.Teachers’Attitudes Toward Pedagogical Changes During Various Stages of Professional Development[J].Teaching and Teacher Education,2011(5):851-860.
[38]Day,C.&Gu,Q.Variations in the Conditions for Teachers’Professional Learning and Development:Sustaining Commitment and Effectiveness over a Career[J].Oxford Review of Education,2007(4):423-443.
[39]Webb,L.&Macdonald,D.Dualing with Gender:Teachers’Work,Careers and Leadership in Physical Education[J].Gender and Education,2007(4):491-512.
[40]Griffith,K.Teacher Career Stages and Staff Development Utilizing a Mixed Methodology Approach to Research[D].Arizona:Northcentral University,2008:126.
[41]Muijs,D.&Lindsay,G.Where are We at An Empirical Study of Levels and Methods of Evaluating Continuing Professional Development[J].British Educational Research Journal,2008(2):195-211.
[42]Passy,R.&Waite,S.Excellence and Enjoyment Continuing Professional Development Materials in England:Both a Bonus and Onus for Schools[J].Professional Development in Education,2008(3):311-325.
[2]埃里克森,E.同一性:青少年与危机[M].孙名之,译.杭州:浙江教育出版社,2000:79-127.
[3]Levinson,D.A Conception of Adult Development[J].American Psychologist,1986(1):3-13.
[4]Getzels,J.&Guba,E.Social Behavior and the Administrative Process[J].School Review,1957:429.
[5]马斯洛,A.动机与人格[M].许金声,等,译.北京:华夏出版社,1987:1.
[6]Hattie,J.Teachers Make a Difference:What is the Research Evidence?[C].Australian Council for Educational Research Annual Conference.University of Australia.2003:152.
[7]Podsen,I.Teacher retention:What is Your Weakest Link?[M].New York:Eye on Education,2002:1.
[8]刘捷.专业化:挑战21世纪的教师[M].北京:教育科学出版社,2002.
[9]洛克,J.人类理解论(上)[M].关文运,译.北京:商务印书馆,1983:68.
[10]叶澜,等.教师角色与教师发展初探[M].北京:教育科学出版社,2014:269.
[11]Peterson,A.Teachers’Changing Perceptions of Self and Others throughout the Teaching Career:Some Perspectives from an Interview Study of Fifty Retaired Secondary School Teachers[C].Southwest Educational Research Association,1979:26.
[12]Super,E.A Life-span,Life-space Approach to Career Development[J].Journal of Vocational Behavior,1980(3):282-298.
[13]Day,C.,et al.Teachers Matter:Connecting Work,Lives and Effectiveness[M].London:Mc Graw-Hill Education.2007.
[14]转引自:彭小虎.社会变迁中的教师生涯发展[D].上海:华东师范大学教育学院博士学位论文,2005:37.
[15]Gregorc,A.Developing Plans for Professional Growth[J].NASSP Bulletin,1973(57):1-8.
[16]Mc Donald,F.J.A Theory of the Professional Development of Teachers[C].Annual Meeting of the American Educational Research Association.New York,1982:87.
[17]Burden,P.Teacher’s Perceptions of the Characteristics and Influences on Their Personal and Professional Development[M].Ohio:Ohio State University,1979:102-272.
[18]Berliner,D.Learning about and Learning from Expert Teachers[J].International Journal of Educational Research,2001(5):463-482.
[19]Katz,L.Developmental Stages of Preschool Teachers[J].Elementary School Journal,1972(1):50-54.
[20]蔡培村,等.国民小学教师生涯能力发展之研究[R].南投:台湾省教育厅委托研究,1994:12.
[21]陈木金.创造专业与评鉴结合的教师进修文化[J].师友月刊,2005,(11):12-16.
[22]Oja,S.N.Developmental Theories and the Professional Development of Teachers.[C].The Annual Meeting of the American Educational Research Association.Boston,1990.
[23]Fessler,R.&Christense,J.教师职业生涯周期[M].董丽敏,等,译.北京:中国轻工业出版社,2005.
[24]Vonk,J.H.C.Mentoring Beginning Teachers:Development of a Knowledge Base for Mentors.[C].The Annual Conference of the American Educational Research Association.Atlanta,1993.
[25]Huberman,M.,et al.The Lives of Teacher[M].Neufield,J.trans.London:Cassell Villiers house,1993:13-16.
[26]Field,K.Teacher Development:A Study of the Stages in Development of Teachers[M].Brookline,MA:Brookline Teacher Center,1979:66.
[27]斯黛菲,B.E.,等.教师的职业生涯周期[M].杨秀玉,赵明玉,译.北京:人民教育出版社,2012:1.
[28]Watts,H.Starting Out,Moving On,Running Ahead:Or how the Teachers’Center Can Attend to Stages in Teachers’Development[M].San Francisco:Far West Laboratory for Educational Research and Development,1980:32.
[29]林慧瑜.国小教师生涯发展阶段与教师关注之研究[D].台北:中国文化大学博士学位论文,1993:56.
[30]Podesen,I.Teacher Retention:What is Your Weakest Link?[M].New York:Eye on education,2002:1.
[31]Fuller,F.Concerns of Teachers:A Developmental Conceptualization[J].American Educational Research Journal,1969(6):207-226.
[32]Fuller,F.Brown,O.H.Becoming a Teacher[M]//K.Ryan(Ed.).Teacher Education.Chicago:University of Chicago Press,1975:37-39.
[33]Fessler,R.Dynamics of Teacher Career Stages[M]//Guskey,T.R.&Huberman,M.Professional Development in Education:New Paradigms and Practices.New York:Teachers College Press,1995:176.
[34]Feiman-Nemser,S.Learning to Teach[M]//Shulman,L.&Sykes,G.Handbook on Teaching and Policy.New York:Longman Press,1983:150-170.
[35]王秋绒.教师专业社会化理论在教育实习设计上的意义[M].台北:师大书苑有限公司,1991:1.
[36]转引自:中央教育科学研究所,编译.简明国际教育百科全书·教学(下册)[K].北京:教育科学出版社,1990:64.
[37]Maskit,D.Teachers’Attitudes Toward Pedagogical Changes During Various Stages of Professional Development[J].Teaching and Teacher Education,2011(5):851-860.
[38]Day,C.&Gu,Q.Variations in the Conditions for Teachers’Professional Learning and Development:Sustaining Commitment and Effectiveness over a Career[J].Oxford Review of Education,2007(4):423-443.
[39]Webb,L.&Macdonald,D.Dualing with Gender:Teachers’Work,Careers and Leadership in Physical Education[J].Gender and Education,2007(4):491-512.
[40]Griffith,K.Teacher Career Stages and Staff Development Utilizing a Mixed Methodology Approach to Research[D].Arizona:Northcentral University,2008:126.
[41]Muijs,D.&Lindsay,G.Where are We at An Empirical Study of Levels and Methods of Evaluating Continuing Professional Development[J].British Educational Research Journal,2008(2):195-211.
[42]Passy,R.&Waite,S.Excellence and Enjoyment Continuing Professional Development Materials in England:Both a Bonus and Onus for Schools[J].Professional Development in Education,2008(3):311-325.