我国教师教育者开展自我研究的初步探索
|
摘要
20世纪90年代,西方教师教育界悄然兴起了一场新的学术运动——自我研究运动。这场运动先由部分教师教育者发起,继而迅速获得广大教师教育者响应,以“关注自身教学反思,促进自我专业发展”为主题,在短短数年时间里发展迅速。它的兴起,让一个一直发挥着重要作用但长期被忽视的教师教育者群体空前地凸现出来。从此,教师教育者开始步入人们的视野,并将“自我研究”作为其重要的学习手段和专业发展方式。
我国对教师教育者群体关注较少,教师教育者研究起步较晚,对自我研究的认识更是处于启蒙阶段,基于教师教育质量的提升关键在教师教育者,教师专业化必先实现教师教育者的专业化,教师教育者的专业发展是个终身、自觉过程的认识,本文在立足我国国情的前提下,尝试系统引介自我研究,按照“自我研究是什么——为什么要开展自我研究——怎么开展自我研究——开展自我研究应注意哪些问题——自我研究面临的机遇与挑战”的思路,从理论与实践双重视角,从应然和实然两种状态,展开对自我研究的论述,力求让自我研究促进我国教师教育者的专业发展和教师教育质量的提升。
全文共分五章：首先全面梳理了自我研究理论,然后集中探讨了我国教师教育领域引进自我研究的必要性和可行性,接下来重点讨论自我研究的完整实践过程,然后深入探析我国开展自我研究中面临的现实问题及对策,最后展望了自我研究的未来和面临的挑战。结语部分提出自我研究开启了教师教育研究的新视域,提倡教师教育者通过开展自我研究帮助探索建构我国新型教师教育理论和实践,并倡导自我研究是一种态度、品质、生活方式,力求让自我研究思想融入教师教育者的生活,使其成为自主发展型教师教育者,实现自己的可持续发展,并带动和促进师范生与在职教师转变对教师职业的认识,追求幸福、完满的教师生活。
In 1990's. a new scholarly movement emerged in the field of Western Teacher Education——Self-Study Movement. It was initiated by some teacher educators, and later was responded by more teacher educators and got rapid development during several years with the theme of attention to self's teaching reflection and self professional development. Its emergence made a long-time neglected group of teacher educators known by the public. They regard Self-Study as an important means for learning and professional development.
The group of teacher educators got less attention in China, and teacher educator research in China also has a short history, the knowing of Self-Study is at the stage of enlightening. Based on the ideas that the key to the quality of teacher education lies on teacher educators, the professionalization of teacher educators must come before the professionalization of teachers, and this is a life-long and self-conscious process, according to the line of "what—why—how—attentions—future and challenges of Self-Study", the dissertation is to systematically introduce Self-Study on the base of the situation of our country and discuss from the theoretical and practical perspectives and the granted and real states in order to let Self-Study makes contribution to the development of Chinese teacher educators and the advance of the quality of teacher education.
This dissertation consists of five chapters:firstly, it introduces Self-Study ideas from full perspectives; and then discusses the necessity and feasibility of introducing it to the field of Chinese teacher education; next, it explores the whole process of practicing Self-Study; the fourth, it considers the realistic problems which will be confronted in Self-Study practice in China and suggests some countermeasures; at last, it prospects the future and the challenges of Self-Study. In the epilogue, it puts forward that Self-Study starts the new field of teacher education research, and advocates that Self-Study helps explore and construct new Chinese teacher education theory and practice. at the same time. it also sparkplugs teacher educators to regard Self-Study as an attitude, a kind of quality and a sort of life style and make the ideas of Self-Study immerses into their lives and they could become into self-regulating teacher educators. and get continuable development. which can model and promote student teachers and in-service teachers change their beliefs of teacher career and let them pursue happy and full teacher's life.
我国对教师教育者群体关注较少,教师教育者研究起步较晚,对自我研究的认识更是处于启蒙阶段,基于教师教育质量的提升关键在教师教育者,教师专业化必先实现教师教育者的专业化,教师教育者的专业发展是个终身、自觉过程的认识,本文在立足我国国情的前提下,尝试系统引介自我研究,按照“自我研究是什么——为什么要开展自我研究——怎么开展自我研究——开展自我研究应注意哪些问题——自我研究面临的机遇与挑战”的思路,从理论与实践双重视角,从应然和实然两种状态,展开对自我研究的论述,力求让自我研究促进我国教师教育者的专业发展和教师教育质量的提升。
全文共分五章：首先全面梳理了自我研究理论,然后集中探讨了我国教师教育领域引进自我研究的必要性和可行性,接下来重点讨论自我研究的完整实践过程,然后深入探析我国开展自我研究中面临的现实问题及对策,最后展望了自我研究的未来和面临的挑战。结语部分提出自我研究开启了教师教育研究的新视域,提倡教师教育者通过开展自我研究帮助探索建构我国新型教师教育理论和实践,并倡导自我研究是一种态度、品质、生活方式,力求让自我研究思想融入教师教育者的生活,使其成为自主发展型教师教育者,实现自己的可持续发展,并带动和促进师范生与在职教师转变对教师职业的认识,追求幸福、完满的教师生活。
In 1990's. a new scholarly movement emerged in the field of Western Teacher Education——Self-Study Movement. It was initiated by some teacher educators, and later was responded by more teacher educators and got rapid development during several years with the theme of attention to self's teaching reflection and self professional development. Its emergence made a long-time neglected group of teacher educators known by the public. They regard Self-Study as an important means for learning and professional development.
The group of teacher educators got less attention in China, and teacher educator research in China also has a short history, the knowing of Self-Study is at the stage of enlightening. Based on the ideas that the key to the quality of teacher education lies on teacher educators, the professionalization of teacher educators must come before the professionalization of teachers, and this is a life-long and self-conscious process, according to the line of "what—why—how—attentions—future and challenges of Self-Study", the dissertation is to systematically introduce Self-Study on the base of the situation of our country and discuss from the theoretical and practical perspectives and the granted and real states in order to let Self-Study makes contribution to the development of Chinese teacher educators and the advance of the quality of teacher education.
This dissertation consists of five chapters:firstly, it introduces Self-Study ideas from full perspectives; and then discusses the necessity and feasibility of introducing it to the field of Chinese teacher education; next, it explores the whole process of practicing Self-Study; the fourth, it considers the realistic problems which will be confronted in Self-Study practice in China and suggests some countermeasures; at last, it prospects the future and the challenges of Self-Study. In the epilogue, it puts forward that Self-Study starts the new field of teacher education research, and advocates that Self-Study helps explore and construct new Chinese teacher education theory and practice. at the same time. it also sparkplugs teacher educators to regard Self-Study as an attitude, a kind of quality and a sort of life style and make the ideas of Self-Study immerses into their lives and they could become into self-regulating teacher educators. and get continuable development. which can model and promote student teachers and in-service teachers change their beliefs of teacher career and let them pursue happy and full teacher's life.
引文
1 Craig. C. J. (2008). Joseph Schwab, Self-Study of Teaching and Teacher Education Practices Proponent? A Personal Perspective. Teaching and Teacher Education.24(8):1993-2001.
1 Clarke. A., Erickson, G. (2004). Self-study:The fifth Commonplaces. Australian Journal of Education,48(2):182-199.
2 来自2010年5月19日我和一位同事的邮件： 《我工作以来的困惑》
1 顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
1 2005年,教师教育实践自我研究国际期刊——《研究教师教育》(Studying Teacher Education)创刊。该杂志为国际评审,自2010年开始,每年出版三期,由Routledge出版。主要刊登自我研究和教师教育研究方面成果。
2 Hamilton. M. L., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press.
1 Loughran J. et al. (2002). Improving Teacher Education Practice through Self-study. London; New York:Routledge Falmer.
2 Bcaty L.& Cousin G. (2002). Turning the Light on Ourselves:Researching Pedagogy Practice and Policy. Exchange. No3. Autumn:23-24.
3 Loughran, J. J. et al. (Eds.). (2004). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers.
1 详细信息见附录四：《教学和教师教育实践自我研究》丛书简介。
2 Zeichner, K. (2007). Accumulating Knowledge across Self-Studies in Teacher Education. Journal of Teacher Education,58: 36-46.
3 刘静焱.自我研究：教师教育者的发展方式研究[D].东北师范大学硕士学位论文,2009.
1 王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008.
2 如教学者和示范者二元角色观,(Ducharme.1993; Guilfoyle. Hamilton, Placier. and Pinnegar.1995:Regenspan (2002), Korthagen, Loughran. and Lunenberg.2005; M. Lunenberg. et al.,2007);还有促进者、激励者、沟通者等多元角色观(Kari Smith.2005; A. Swennen. et al.,2008)
3 在知识方面,如要求具有丰富的、拓展性的任教学科领域知识,广泛的教育学、教学法、心理学等相关领域的知识,以及儿童及成年学习者的相关知识(Bob Koster, et al.,2001):在能力方面,代表性观点如“六任务、四能力”说(Bob Koster. et al.,2005)。
4 代表性研究如Smith. K. (2005). Teacher Educators'Expertise:What Do Novice Teachers and Teacher Educators Say?. Teaching and Teacher Education,21(2):177-192.
5 Berry, A. (2009). Professional Self-Understanding as Expertise in Teaching about Teaching. Teachers and Teaching:Theory and Practice.15 (2):305-318.
6 Smith. K.,2005; Korthagen. F., et al.2005.
1 Tamir. P. (1991). Professional and Personal Knowledge of Teachers and Teacher Educators. Teaching and Teacher Education, 7(3):263-268.
2 Ducharme, E. R.,1996; Churukian, G. A., et al.2000:Koster, B., et al,2008.
3 涉及未来教师教育者一研究者需要了解哪些关于教师教育、相关学科、研究方法论、大学教学和K-12学校教育的内容,以及对研究的应用等(Marsh. D. D.,1987; Wilson. S. M.,2006)。
4 包括组织上的入职和专业入职(Lunenberg, M.,2002; Murray. J.,2008; Swennen. Anja., et al,2008; van Velzen C, et al.2010)以及学校教师向大学教师教育者转变(Dinkelman, T,2002;Zeichner, K.,2005;)转变中遇到的紧张与冲突(Murray, J., Male. T.,2005).
5 包括如何处理教学、研究与服务的关系(Rieg. S. A., et al,2005:Cochran-Smith M.,2003),重视教师教育者的经验(Russell,T..2007;Weber. S.,1990),《教育中的专业发展》杂志出版专刊(2010年第36卷1-2期)专门探讨教师教育者的专业发展等。
6 Korthagen, F., Russell, T. (1995). Teachers Who Teach Teachers:Reflections on Teacher Education. London:Falmer Press.
7 Swennen, A., et al.,2009; Bates. T.,2010.
8 [瑞典]胡森等.教育大百科全书(第9卷)教育研究方法[K],张斌贤等译.重庆市：西南师范大学出版社;海口市：海南出版社.2006：503.
9 Korthagen. F.. et al,2005;Hiebert, J., et al.,2007;Koster, B.,2008;Lunenberg, M.. et al,2009.
10 即教师教育者和学校教师间建立广泛的合作关系和“实践共同体”,建立有效的教师群体发展模式,以提升未来教师应对未来学生多样化的需求(Ariza. R. P., et al.2002; Bullough. R. V.. et al.2004; Bullough, R. V.,2005; Freidus, Nevin, A. I., et al,2009; Helen, et al,2009;He, An E,2009)
11 即建议打破传统大学教师教育范式中理论知识是教学知识的权威来源的认识,树立理论者、实践者和共同体专长间没有等级之分的认识(Zeichner, K.,2010)
12 Houston, W. R., et al.1990;Murray, F. B.,1995:The Holmes Partnership.2007;Levine, A.,2005,2006.2007; Marilyn Cochran-Smith et al,2008;Townsend. T. et al.2009; Lyons. N.2010.
1 张燕镜.师范教育学[M].福州：福建教育出版社.1995.
2 张燕镜.师范教育学[M].福州：福建教育出版社.1995：193-195.
3 李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
4 杨秀玉,孙启林.教师的教师：西方的教师教育者研究[J].外国教育研究.2007(10)：6-11.
5 具备相应的道德品质结构、知识结构、能力结构和现代观念,包括开放意识、未来意识、开拓意识、科学态度和精神、教育智慧等。详见张燕镜.师范教育学[M].福州：福建教育出版社,1995：202-203.
6 李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
7 张小菊.国外有关教师教育者特征及职业素质的研究[J].湖北师范学院学报(哲学社会科学版).2009(05)：116-118;李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
8 李玲,扶斌.高师院校教师教育者师范性的追问[J].学园.2010(03)：80-84.
9 朱旭东.如何理解教师教育大学化?[J].比较教育研究.2004(01)：1-7;李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
10 赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践.2004(17)：33-36.
11 杨玉东.教师教育者应行走在理论与实践断层之间[N].中国教育报,2010-2-5(5).
12 孙自挥,高晓芙,朱海英等.教师教育者的学科教学知识研究[J].中国教师.2009(82)：39-41.
13 杨秀玉,孙启林.教师的教师：西方的教师教育者研究[J].外国教育研究.2007,(10)：6-11
14 洪成文.师范教育教师的专业化标准：茶兰的案例[J].高等师范教育研究.2003(03)：70-74+42;李玲.邓晓君.荷兰教师教育工作者专业标准研究[J].西南大学学报(社会科学版).2010(01)：67-70.
1 全国十二所重点师范大学.教育学基础[M].北京：教育科学出版社,2002：118-119.
2 参照饶见维.教师专业发展——理论与务实[M].(?)南图书出版社,1996：15-16.
1 陈向明.质的研究方法与社会科学研究[M].北京：教育科学出版社.2000：104-107.
2 详见图0-1
1 洪明.教师教育的理论与实践[M].福州：福建教育出版社.2007：84.
1 Loughran, J. J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers. pp.8-9.
Pinnegar, S. (1998). Introduction to Part 1:Methodological perspectives. In Hamilton, M. L., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.33.
2 Clarke. A.& Erickson G. (2004). The Nature of Teaching and Learning in Self-Study. In Loughran, J. J.. et al. (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers, p.59.
1 Baird. B. (2004). Interpreting the What. Why and How of Self-Study in Teaching and Teacher Education. In Loughran. J. J.. et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers, p.1445.
Pinnegar. S., Hamilton, M.L. (2009). Pinnegar S. Hamilton M L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht. New York:Springer Netherlands. p.12.
3 Hamilton, M. L.. et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.236.
4 Pinnegar. S. (1998). Introduction to Part I:Methodological perspectives. In Hamilton. M. L.. et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.33.
5 Samaras. A. P., Freese. A R. (2006). Self-study of Teaching Practices Primer. New York:P. Lang:13:Cochran-Smith. M..& Lytle, S. L. (2004). Practitioner Inquiry, Knowledge, and University Culture. In Loughran, J. J., et al (Eds.). International Handbook of Research of Self-Study of Teaching and Teacher Education Practices. Dordrecht:Kluwer. pp.602-649.
6 Tidwell. D., Fitzgerald. L. (2004). Self-study as Teaching]. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.69.
7 Loughran. J. J. A History and Context of Self-Study of Teaching and Teacher Education Practices In Loughran. J. J.. et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers, pp.7-40.
1 Loughran. J. J. A History and Context of Self-Study of Teaching and Teacher Education Practices In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.30.
1 Pinnegar, S.. Hamilton, M. L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory. Methodology, and Practice. Dordrecht, New York:Springer Netherlands. pp.27-29.
1 LaBoskey, V. K. (2004). The Methodology of Self-Study and its Theoretical Understandings. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.849.
1 转引自高慎英.教师成为研究者——教师专业化问题探讨[J].教育理论与实践.1998(03)：32-35.
2 [英]詹姆斯·麦克南.课程行动研究[M].朱细文等译.北京：北京师范大学出版社,2004：4.
3 Feldman, A., Paugh, P.& Mills, G. (2004). Self-Study through Action Research. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.970.
4 Lytle, S. L.& Cochran-Smith M. (1994). Inquiry, Knowledge, and Practice. In Hollingsworth, S.& Sockett, H. (1994). Teacher Research and Educational Reform:Ninety-third Yearbook of the National Society for the Study of Education, Part Ⅰ. Chicago, Illinois:The University of Chicago Press. pp.28-39.
1 [美]埃伦·康德利夫·拉格曼.一门捉摸不定的科学：困扰不断的教育研究的历史[M].花海燕等译.北京：教育科学出版社,2006：222.
2 Jr. Bullough, R. V., Pinnegar, S. (2001).Guidelines for Quality in Autobiographical Forms of Self-Study Research. Educational Researcher,30(3):13-21.
1 Korthagen. F., Loughran, J., Lunenberg. M. (2005). Teaching Teachers——Studies into the Expertise of Teacher Educators: An Introduction to this Theme Issue. Teaching and Teacher Education,21(2):107-115.
2 小组成员有：Guilfoyle,1992; Hamilton.1992; Pinnegar.1992; Placier,1992,集体被称为‘利桑那小组”和Russell,1992.
3 Loughran. J. J.. et al. (2002). Improving Teacher Education Practice through Self-study. London:New York:Routledge Falmer. p.240.
4 例如,Zeichner,1983; Tom,1985:Zeichner and Liston.1987; Grimmett and Erickson,1988;Clilt, Houston and Pugach,1990: Russell and Munby,1992; Calderhead and Gates,1993:Laboskey.1994.
1 Zeichner, K. (1999). The New Scholarship in Teacher Education. Educational Researcher,28(9):4-15.
2 Lassonde. C. A., Galman S. Kosnik, C. (2009). Self-Study Research Methodologies for Teacher Educators. Rotterdam:Sense Publishers.
3 Fitzgerald. L., Heston. M. Tidwell, D. (2009). Research Methods for the Self-study of Practice. Dordrecht:Springer Netherlands.
1 Larsen, M. A. (2007). Self-Study Research in a new school of education:moving between vulnerability and community. Studying Teacher Education,3 (2):173-187.
2 LaBoskey, V. K. (2004). The Methodology of Self-Study and its Theoretical Understandings. In Loughran, J. J, et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.820.
3 转引自Loughran J. J., et al. (2002). Improving Teacher Education Practice through Self-study. London;New York:Routledge Falmer, p.246.
1 Loughran, J. (2007). Researching Teacher Education Practices:Responding to the Challenges. Demands, and Expectations of Self-Study. Journal of Teacher Education,58(1).12-20.
2 [古希腊]亚里士多德.尼各马可伦理学[M],廖中自译著.北京：商务印书馆.2006：173-176.
3 舒尔曼认为教学的知识基础有四个主要来源：(1)所教学科的学问：(2)制度化的教育过程的材料和背景：(3)正规教育的学问；(4)实践智慧。详见Shulman. L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review,57(1):1-21.
1 Pinnegar. S., Hamilton. M. L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht. New York:Springer Netherlands. pp.13-14.
1 [美]威廉·派纳等.理解课程[M],张华等译.北京：教育科学出版社.2003：579-586.
1 [美]罗伯特·波格丹.[美]萨莉·诺普·比克伦.教育研究方法[M](第四版),钟周等译.北京：中国人民大学出版社,2008：49.
2 Pinnegar S, Hamilton, M. L. (2009). Self-study of Fractice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht. New York:Springer Netherlands. p.118.
3 Loughran. J. J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In Loughran. J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers.
1 [美]帕克·帕尔默.教学的勇气：漫步教师心灵[M].吴国珍等译,上海：华东师范大学.2005：2-3.
1 Loughran, J. J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In Loughran. J. J.. et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers. pp.7-8.
1 梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008：241.
2 樊未晨.千万教师支撑世界最大规模基础教育[N].中国青年报,2010-07-14.
3 中华人民共和国教育部发展规划司.中国教育统计年鉴[Z].北京：人民教育出版社.2002：24.
1 梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008：278.
2 樊未晨.千万教师支撑世界最大规模基础教育[N].中国青年报.2010-07-14.
3 朱旭东.胡艳.中国教育改革30年：教师教育卷[M].北京：.北京师范大学出版社,2009：103.
1 石鸥.一个时代正在结束——试论独立建制的师范院校的终结[J].高等师范教育研究.2003(05)：19-24.
1 顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
2 管培俊.我国教师教育改革开放三十年的历程、成就与基本经验[J].中国高教研究.2009(02)：3-11.
3 如美国成立了“全美教师教育认定协会”(National Council for Accreditation of Teacher Education简称NCATE)和“教师教育认定协会”(Teacher Education Accreditation Council简称TEAC)主要负责教师教育的认定。英国在20世纪80年代成立了“教师教育审定委员会”(The Council for the Accreditation of Teacher Education),1994年史名为“教师培养管理署”(Teacher Training Agency),主要负责向政府提供或推荐合格的教师授课科目,审查教师教育中专业课程是否适合教师的职业要求。此外很多国家如日本、澳大利亚等国家者出台了教师教育的专业标准,如教师教育机构认证标准、教师教育标准、教师教育课程标准、教师教育质量评估标准、教师教育者工作标准,等等。具体参见如下文献：朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9;教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：87;陈林,蔡伟仁.从美国教师专业化看我国教师教育管理体制改革的出路[J].高校教育管理.2007(03)：54-58;陈振隆,洪启标.美国教师教育质量认证组织(TEAC)及其影响述评[J].外国中小学教育.2008(09)：18-23.
1 这些研究有：朱旭东.应当实施教师教育大学化战略[J].中国高等教育.2002(19)：18-19;宋旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7； 王端庆.教师教育改革的新视野[J].辽宁教育研究.2005(04)：8-10;洪启标.教师教育大学化的国际比较研究[M].福州：福建教育出版社,2008：10.
1 李学农.师范大学综合化与教师教育专业化[J].江苏高教.2005(02)：76-78.
2 朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9.
3 梅新林.聚焦中国教师教育[M].北京：中国社会科学出版社,2008：59.
1 呼中陶,刘捷.建国50年高校教师队伍建设的回顾与思考[J].北京师范大学学报,1999(06)：53-58.
2 Lunenberg, M., Korthagen, F., Swennen. A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5):586-601.
3Timmerman, G. (2009). Teacher Educators Modelling Their Teachers? European Journal of Teacher Education,32(3): 225-238.
1 朱旭东.试论建立教师教育认可和质量评估制度[J].高等师范教育研究.2002(03)：28-33.
2赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践.2004(17)：33-36.
3 梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008：192.
1 张艳辉.课程与教学视野中的大学教师研究[M ].北京：中国社会科学出版社,2008：146;昌晓莉.教学学术：高校提升教学质量的突破口[J].中国教师.2008(21)：25-28.
2 国家教育发展研究中心.发达国家教育改革的动向和趋势(第二集)[M].北京：人民教育出版社,1994：135-138.
1 Shulman.L.(1987).Knowledge and Teaching:Foundations of the New Reform.Harvaard Educational Review.57(1):1-21.
2 顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
1 熊川武.反思性教学[M].上海：华东师范大学出版社,1999：3.
2 2007年5月9日,国务院第176次常务会议讨论通过《教育部直属师范大学师范生免费教育实施办法(试行)》,决
1 杜威在《我们如何思维》中认为,欲形成反省性思维习惯,还要培养三种态度：开明(open-mindedness)、专心致志(wholeheartedness)和责任心(responsibility),此外,还要有一种意愿(readiness),能积极对其经验范围之内的事物做出认真周密的思考。详见[美]约翰·杜威(Dewev, J).我们怎样思维：经验与教育[M],姜文闵译.北京：人民教育出版社,2005：33-37.
Hamilton. M. L.& Pinnegar. S. Introduction:Reconceptualizing Teaching Practice. In Hamilton. M. L., et al. (1998).
Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press, p.1
[美]诺曼·K·邓津.[美]伊冯娜·S·林肯.定性研究：策略与艺术[M],风笑天等译.重庆：重庆大学出版社,2007：419.
1 比如行动研究者应当遵循的伦理标准。详见[英]詹姆斯·麦克南.课程行功研究[M].朱细文等译.北京：北京师范大学出版社,2004：206-207.
1 来自对辛琪老师2010年8月24日的访谈。
2 陈桂生.到中小学去研究教育[M].上海：华东师范大学出版社,2003：469.
3 陈桂生.到中小学去研究教育[M].上海：华东师范大学出版社,2003：470.
4 来自对辛琪老师2010年8月24日的访谈。
1 朱旭东.如何理解教师教育大学化?[J].比较教育研究.2004(01)：1-7;李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
1 朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究,2005(01)：3-9.
2 尹弘飚,操太圣.课程改革中教师的身份认同——制度变迁与自我重构[J].教育发展研究.2008(02)：35-40.
3 Connelly. F. M.& Clandinin. D. J. (1999). Shaping a Professional Identity:Stories of Educational Practice. New York: Teachers College Press. p.3.
4 朱旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7.
1 朱旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7.
2朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9.
3 李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
4 详见王健.我国教师教育学的逻辑起点研究及学科体系构建[D].华东师范大学,2009.
1 申玉亮.教学反思与行动研究[M].北京：北京师范大学出版社,2006：94-96.
2 中国陶行知研究会等.爱满天下：陶行知名言警语[M].北京：同心出版社.1999：215,218.
1 俞吾金.如何理解“问题意识”[N].长江日报,2007-6-28(12).
2 [加]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院编译.变革的力量：透视教育改革[M].北京：教育科学出版社,2000：37.
1 详见冯喜英.高等师范院校学生问题意识状况的调查与思考[J].教学研究.2008(02)：122-125.
2 袁振国将这种学生带着问题进教室,没有问题走出教室的教育形象地成为“去问题教育”。袁振国.问题与答案哪一个更重要?——新世纪基础教育改革的微观思考之一[J].人民教育.2001(04)：7-9.
3 转引自余桂红.论师生关系的疏离与大学生主体性[J].云南教育,2003(06).
1 叶澜.“新基础教育”成型性研究报告集[C].桂林：广西师范大学出版社,2009：199.
2 中国陶行知研究会.爱满天下：陶行知名言警语[M].北京：同心出版社,1999：136.
3 Trigwell. K.. Martin, E., Benjamin. J.. et al. (2000). Scholarship of Teaching:A Model. Higher Education Research& Development,19(2):155-168.
1 Julian Kitchen. Teaching as Scholarship:Improving Teacher Education through Self-Study [EB/OL]. http://profed.brocku.ca/docs/vol5/num2/anum4.htm.
2 帕克·帕尔默(Parker J. Palmer)著,吴国珍,余巍等译.教学勇气[M].上海：华东师范大学出版社,2005：75.
1 如放松些,你不可能做完所有的事；确定研究的长期、中期、近期日标,列出计划清单、并据此分配时间：抵制拖延；尽可能与他人合作;对超负荷上作保持敏感;工作时一心一意,心无旁骛；不要假装完美等。详见[英]Elizabeth Holmes.教师的幸福感：关注教师的身心健康及职业发展[M]l,闫慧敏译,北京：中国轻工业出版社.2006：108-110.
2 [美]唐纳德·肯尼迪.学术责任[M],阎凤桥等译.北京：新华出版社,2002：80.
1 该岗位享受与学校最高层次的“求是特聘教授”相同的待遇,年津贴20万元,被誉为教学领域中的“长江学者”,6位长期从事本科基础教学的高水平教师成为首批受聘者。参见余列平,杨萍.教学领域中的“长江学者”——浙大首创
“求是特聘教学岗”[EB/OL]. [2011-4-6]. http://www.zdxb.zju.edu.cn/article/show_article_one.php?article_id=10126.如生涯发展、教学方法建议、讲座设计、初入职教师教育者教学知识、课程设计、教学策略、教学评价内容、教学研究、问题解决、批判思维、时间管理等。
3 1998年9月,清华大学在全国最早成立了“清华大学教学研究与师资培训中心”,负责全校教师上岗培训;组织在岗教师进行师德、课堂教学艺术、现代教育思想、教育教学技术等方而的交流和培训；推荐并组织课堂教学观摩,帮助教师自我训练,不断提高教学水平;进行教学过程教学质量的信息搜集,进行教学质量的评估。
4 吴振利.美国大学教师教学发展研究[D].东北师范大学.2010.
1 朱旭东,周钧.论我国教师教育学科制度建设——教师教育大学化的必然选择[J].教师教育研究,2007(01)：6-11.
2 马啸风.中国师范教育史[M].北京：首都师范大学出版社,2003：308-309.
3 杨跃.关于教师教育学科构建的理性思考[J].教师教育研究,2007(01)：1-5.
4 杨天平.加强教师教育学科建设的几点思考[N].光明日报,2007-3-15.
1 陈幺元.从教师专业化之趋势反思高师教育的师范性[J].黑龙汀高教研究.2003(4).
2 李其龙、陈水明.教师教育课程的国际比较[M].教育科学出版社,2002：197-198.
3 朱洪发.高师院校的办学方向应紧紧围绕“师范性”[J].山东师范大学学报(社会科学版).1996(03)：64-66.
1 Hamilton. M. L., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.242;Cochran-Smith, M.,& Lytle, S. L.(2004). Practitioner Inquiry, Knowledge, and University Culture. In Loughran, J. J, et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.631.
2 Renee Tipton Clift. (2004). Self-Study Research in the Context of Teacher Education Programs. In Loughran, J. J, et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers.pp.1333-1362.
3 Zeichner, K. (2007). Accumulating Knowledge across Self-Studies in Teacher Education. Journal of Teacher Education,58:36-46.
4 Zeichner, K. (1999). The New Scholarship in Teacher Education. Educational Researcher,28(9):4-15.
5 Lunenberg, M.& Hamilton, M. L. (2008). Threading a Golden chain:An Attempt to Find Our Identities as Teacher Educators. Teacher Education Quarterly,35:185-202.
1 比如Kosnik, Samaris, and Freese分别在相隔万里之遥的不同大学工作,他们的合作是通过电子邮件和在自我研究会议上的对话展开的,通过合作研究,他们彼此成了相互信任的朋友。Kosnik, C., Samaris, A. P.,& Freese, A.R. (2006). Beginning with Trusted Friends:Venturing out to Work Collaboratively in our Institutions. Proceedings of the Sixth Aannual International Conference on Self-Study of Teacher Eeducation Ppractices. Herstmonceux Castle. East Sussex. U.K.. July 2006. pp.152-156.
2 比如来自香港教育学院的Rosa T. Chiu-Ching and Esther Yim-mei Chan两位教师教育者开展的是叙事型自我研究。她们主要受加拿大学者康纳利、兜兰迪宁等学者的叙事探究思想的影响。参见Rosa T. Chiu-Ching and Esther Yim-mei Chan. (2009). Teaching and Learning through Narrative Inquiry. In Fitzgerald, L., Heston, M., Tidwell, D. (2009). Research Methods for the Self-study of Practice. Dordrecht:Springer Netherlands. pp.17-33.
3 Wilcox, S., Watson. J.& Paterson, M. (2004). Self-Study in Professional Practice. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.307.
1 叶澜.教师角色与教师发展新探[M].北京：教育科学出版社.2004：3.
1 Hamilton, M., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.228.
2 Cochran-Smith, M.,& Lytle, S. L. (2004). Practitioner Inquiry, Knowledge, and University Culture. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers, p.637.
1 详见Koster. B., Dengerink. J. J. (2008). Professional Standards for Teacher Educators:How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands. European Journal of Teacher Education,31(2):135-149.
2 Murray. J. (2008). Towards the Re-articulation of the Work of Teacher Educators in Higher Education Institutions in England. European Journal of Teacher Education,31(1):25.
3 SPR于2000年开发,包含以下七个程序：(1)利用标准评分表来分析自身的优势与不足：(2)与同行教师分享自己的成果：(3)收集来自其他教师教育工作者和学生的反馈评价(不少于30名学生、5名教师教育工作者);(4)制定专业发展目标和计划；(5)与两位同行评审一起讨论制定的专业发展目标和计划；(6)创建成长记录袋,通过成长记录袋来收集教师教育工作者的工作和发展情况：(7)与同行评审一起对教师教育工作者进行总结性评价。详见李玲,邓晓君.荷兰教师教育工作者专业标准研究[J].西南大学学报(社会科学版).2010(01)：67-70.
4 Smith. K. (2005). Teacher Educators'Expertise:What Do Novice Teachers and Teacher Educators Say?. Teaching and Teacher Education,21 (2):177-192.
1 石中英.缄默知识与教学改革[J].北京师范大学学报(人文社会科学版),2001(03)：101-108.
1 叶澜等著.教师角色与教师发展新探[M].教育科学出版社.2001：3.
2 申玉亮.教学反思与行动研究：教师发展之路[M].北京：北京师范大学出版社,2006：48.
3 马斯洛在研究自我实现的人时,将这种人“感受到处于最佳状态的时刻,感到敬畏、强烈的幸福、狂喜、完美或欣慰的时刻而体验到的犹如站在“高山之巅”的感觉称之为“高峰体验”。它是一种个体以前从未体验过的兴奋与欢愉,虽 然短暂,但尤为深刻。
1 钱丽君.关注教师的生命自觉[J].中小学心理健康教育,2006(1).
2 周赞梅,专家教师研究[M].北京：知识产权出版社,2006：97.
1 Crowe A. R. (2010). Advancing Social Studies Education through Self-Study Methodology:The Power. Promise and Use of Self-Study in Social Studies Education. New York:Springer.
2 Fitzgerald L. Heston M. Tidwell D. (2009). Research Methods for the Self-study of Practice. Dordrecht:Springer Netherlands.
3 Pinnegar S. Hamilton M L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory. Methodology, and Practice. Dordrecht, New York:Springer Netherlands.
4 Schulte A K. (2009). Seeking Integrity in Teacher Education. New York:Springer Netherlands.
5 Brandenburg R. (2008). Powerful Pedagogy:Self-Study of a Teacher Educator's Practice. Germany:Springer Netherlands.
6 Brandenburg R. (2008). Powerful Pedagogy:Self-Study of a Teacher Educator's Practice. Germany:Springer Netherlands, ix.
7 Berry A. (2008). Tensions in Teaching about Teaching:Understanding Practice as a Teacher Educator. Dordrecht:Springer.
8 Darling L F. Erickson G. Clarke A. (2007). Collective Improvisation in A Teacher Education Community. Dordrecht:Springer Netherlands.
9 Aubusson P, Schuck S. (2006). Teacher Learning and Development:The Mirror Maze. Dordrecht:Springer Netherlands.
10 Kosnik C, Beck C, Freese A, et al. (2005).Making A Difference Teacher Education Through Self-Study. Dordrecht:Springer Netherlands.
11 Hoban G. (2005). The Missing Links in Teacher Education Design. Dordrecht:Springer Netherlands.
[1]赵汀阳.论可能生活：一种关于幸福和公正的理论[M].北京市：中国人民大学出版社,2010.
[2]李白鹤.默会维度上认识理想的重建：波兰尼默会认识论研究[M].北京：中国社会科学出版社,2009.
[3][美]琳达·哈蒙德.有力的教师教育：来自杰出项目的经验[M],鞠玉翠等译.上海：华东师范大学出版社,2009.
[4]林逢祺.教师不可不知的哲学[M].上海：华东师范大学出版社,2009.
[5][美]诺曼·K·邓金.解释互动论(第2版)[M].周勇译.重庆：重庆大学出版社.2009.
[6]尼古拉斯·M·米凯利,戴维·李·凯泽.为了民主和社会公正的教师教育[M],任友群,杨蓓玉,刘润英等译.上海：华东师范大学出版社,2009.
[7]朱旭东,胡艳主编.中国教育改革30年：教师教育卷[M].北京：北京师范大学出版社,2009.
[8]周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京师范大学出版社,2009.
[9]李琼.教师专业发展的知识基础：教学专长研究(京师教师教育论从)[M].2009.
[10]李进主编.我的教师教育观：当代师范生之愿景[M].北京：北京大学出版社,2009.
[11]李进主编.教师教育与教育领导[M].北京：北京大学出版社,2009.
[12]何菊玲著.教师教育范式研究[M].北京：教育科学出版社,2009.
[13]董建稳,肖自明编著.基础教育课程改革导论[M].西安：陕西师范大学出版社,2009.
[14]李进.教师教育概论[M].北京大学出版社,2009.
[15]叶澜.“新基础教育”成型性研究报告集[C].桂林：广西师范大学出版社,2009.
[16]杨国枢、陆洛.中国人的自我：心理学的分析[M].重庆：重庆大学出版社.2009.
[17]周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京师范大学出版社,2009.
[18]梅新林.聚焦中国教师教育[M].北京：中国社会科学出版社,2008.
[19][加]D·简·克兰迪宁,[加]F·迈克尔·康纳利.叙事探究：质的研究中的经验和故事[M],张园译.北京：北京大学出版社,2008.
[20]梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008.
[21][美]克里斯·阿吉里斯,唐纳德·A·舍恩著,邢清清等译.实践理论：提高专业效能[M].北京：教育科学出版社,2008.
[22][关]唐纳德·A-舍恩著,郝彩虹等泽.培养反思的实践者：专业领域中关于教与学的一项全新设计[M]. 北京：教育科出版社,2008.
[23 ]丁钢.声音与经验[M].北京：教育科学出版社,2008.
[24][美]罗伯特·波格丹,[美]萨莉·诺普·比克伦.教育研究方法[M](第四版),钟周等译.北京:中国人民大学出版社,2008.
[25]张艳辉.课程与教学视野中的大学教师研究[M].北京：中国社会科学出版社,2008.
[26]堪启标.教师教育大学化的国际比较研究[M]福州：福建教育出版社,2008.
[27][美]迈尔斯,[美]休伯曼,质性资料的分析：方法与实践[M],张芬芬译.重庆：重庆大学出版社,2008.
[28][美]珍妮特·米勒.打破沉默之声：女性、自传与课程著[M],工红宇,吴梅译.北京：教育科学出版社,2008.
[29]李喆.地方高等师范院校的转型与发展[M].北京：中国社会科学出版社,2008.
[30]黄荣怀,郑兰琴著.隐性知识论[M].长沙市：湖南师范大学出版社,2007.
[31][英]安迪·哈格里夫斯.知识社会中的教学[M].上海：华东师范大学出版社,2007
[32]洪明.教师教育的理论与实践[M].福州：福建教育出版社,2007.
[33]邓友超.教师实践智慧及其养成[M].北京：教育科学出版社,2007
[34]李学农.教师入职指南[M].北京：高等教育出版社,2007.
[35][美]诺曼·K·邓津,[美]伊冯娜·S·林肯.定性研究：策略与艺术[M],风笑天等泽.重庆：重庆大学出版社,2007.
[36][英]艾弗·F·古德森.专业知识与教师职业生涯[M],刘丽丽译.北京：北京师范大学出版社,2007.
[37](美)唐纳德·舍恩,夏林清译.反映的实践者：专业工作者如何在行动中思考[M].北京：教育科学出版社,2007.
[38]石中英.教育哲学[M].北京：北京师范大学出版社,2007.
[39][美]诺曼·K·邓津,[美]伊冯娜·S·林肯.定性研究：方法论基础[M],风笑天等译.重庆：重庆大学出版社,2007
[40][美]朱迪思·H·舒尔曼.教师教育中的案例教学法[M],邹庭瑾主译.上海：华东师范大学出版社,2007.
[41]周赞梅,专家教师研究[M].北京：知识产权出版社,2006.
[42]何齐宗,胡青,胡平凡主编.高师教育改革与教师发展[M].北京:中国社会科学出版社,2006.
[43]成伯清.走出现代性：当代西方社会学理论的重新定向[M].北京：社会科学文献出版社,2006.
[44]叶澜.新基础教育论——关于当代中国学校变革的探究与认识[M].北京：教育科学出版社,2006.
[45]中玉亮.教学反思与行动研究[M].北京：北京师范大学出版社,2006.
[46]石鸥.教学病理学基础[M].济南：山东人民出版社,2006.
[47]徐辉主编.教师教育研究与评论.第1辑[M].杭州：浙江大学出版社,2006
[48]崔运武主编.中国师范教育史[M].太原：山西教育出版社,2006.
[49][美]埃伦·康德利夫·拉格曼.一门捉摸不定的科学：困扰不断的教育研究的历史[M].花海燕等译.北京：教育科学出版社,2006.
[50][瑞典]胡森等.教育大百科全书(第9卷)教育研究方法[K].张斌贤等译.重庆：西南师范大学出版社：海口市：海南出版社,2006.
[51][美]Marian M.Mohr等.研究型教师与学校发展：美国教师研究纪实[M].方彤,罗曼佳译.北京：中国轻工业出版社,2006.
[52][古希腊]亚里十多德.尼各马可伦理学[M],廖中自译著.北京：商务印书馆,2006.
[53][英]Elizabeth Holmes.教师的幸福感：关注教师的身心健康及职业发展[M],闫慧敏译,北京：中国轻工业出版社,2006.
[54][美]杜威..我们怎样思维经验与教育[M],姜文闵泽.北京：人民教育出版社,2005.
[55][关]帕克·帕尔默.教学的勇气：漫步教师心灵[M],吴国珍等译,上海：华东师范大学,2005.
[56]阮成武.主体性教师学[M].合肥：安徽大学出版社,2005.
[57]C·赖特·米尔斯.社会学的想象力 (第二版),陈强,张水强译.北京：生活·读书·新知三联书店,2005.
[58][英]詹姆斯·麦克南.课程行动研究[M].朱细文等译.北京：北京师范大学出版社,2004.
[59]顾明远,檀传宗主编.中国教育发展报告：变革中的教师与教师教育[M].北京：北京师范大学出版社,2004.
[60]叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2004.
[61][美]约翰·杜威.确定性的寻求[M],傅统先译.上海：上海人民出版社,2004.
[62][美]阿伦·C·奥恩斯坦,[美]琳达·s·贝阿尔—霍伦斯坦,[美]爱德华·F·帕荣克.当代课程问题(第三版),余强主译.杭州：浙江教育出版社,2004.
[63][美]乔纳森·布朗.自我[M],陈浩莺等译.北京：人民邮电出版社,2004.
[64]陈桂生.到中小学去研究教育[M].上海：华东师范大学出版社,2003.
[65]梁忠义主编.教师专业化视野下的美英日韩四国教师教育的改革与发展[M].长春：东北师范大学出版社,2003
[66]教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003.
[67][日]佐藤学.课程与教师[M],钟启泉译.北京：教育科学出版社,2003.
[68]马啸风.中国师范教育史[M].北京：首都师范大学出版社,2003.
[69]范良火.教师教学知识发展研究.上海：华东师范大学出版社,2003.
[70][美]威廉·派纳等.理解课程[M],张华等译.北京：教育科学出版社,2003.
[71][加]马克斯·范梅南.生活体验研究：人文科学视野中的教育学[M],宋广文等译.北京：教育科学出版社,2003.
[72]全国十二所重点师范大学.教育学基础[M].北京：教育科学出版社,2002.
[73][美]约翰·麦金太尔.教师角色[M],丁怡等译.北京：中国轻工业出版社,2002.
[74]李其龙、陈水明.教师教育课程的国际比较[M].教育科学出版社,2002.
[75][美]唐纳德·肯尼迪.学术的责任[M],阎凤桥等译.北京：新华出版社,2002.
[76]刘捷,谢维和.栅栏内外：中国高等师范教育百年省思[M].北京市：北京师范大学出版社.2002.
[77][美]Shirley R.Steinberg & Joe L. Kincheloe,易进译.学生作为研究者：创建有意义的课堂[M].北京市：中国轻工业出版社,2002.
[78]中华人民共和国教育部发展规划司.中国教育统计年鉴[Z].北京：人民教育出版社,2002.
[79]张能为.理解的实践：伽达默尔实践哲学研究[M].北京市：人民出版社,2002.
[80]洪汉鼎.诠释学——它的历史和当代发展[M].北京：人民出版社,2001.
[81]石中英著.知识转型与教育改革[M].北京：教育科学出版社,2001
[82][加]马克斯·范梅南.教学机智：教育智慧的意蕴[M],李树英译.北京：教育科学出版社,2001.
[83][加]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院编译.变革的力量：透视教育改革[M].北京：教育科学出版社,2000.
[84][美]小威廉姆E.多尔.后现代课程观[M],工红宇译.北京：教育科学出版社,2000.
[85][英]迈克尔·波兰尼.个人知识：迈向后批判哲学[M],许泽民译.贵阳：贵州人民出版社,2000.
[86]陈向明.质的研究方法与社会科学研究[M].北京：教育科学出版社,2000.
[87]梁忠义,罗正华分卷主编.教师教育[M].长春市：吉林教育出版社,2000.
[88]张维仪主编.教师教育：改革与发展热点问题透视[M].南京：南京师范大学出版社,2000.
[89]熊川武.反思性教学[M].上海：华东师范大学出版社,1999.
[90]陈永明主编.国际师范教育改革比较研究[M].北京：人民教育出版社,1999.
[91]中国陶行知研究会等.爱满天下：陶行知名言警语[M].北京：同心出版社,1999.
[92][美]A·马赛勒等.文化与自我——东西方人的透视[M].杭州：浙汀人民出版社.1988.
[93]饶见维.教师专业发展——理论与务实[M].五南图书出版社,1996.
[94]冯友兰.中国哲学简史[M].北京：：北京大学出版社,1996.
[95]联合国教科文组织总部中文科译.教育——财富蕴藏其中[M].北京：教育科学出版社,1996.
[96]张燕镜.师范教育学[M].福州：福建教育出版社,1995.
[97]刘英杰.中国教育大事典(1949-1990)(上)[K].杭州：浙江教育出版社,1993.
[98][美]杜威.民主主义与教育[M],工承绪译.北京：人民教育出版社,1990.
[99]余英时.中国思想传统的现代诠释[M].南京：江苏人民出版社,1989.
[100][德]恩斯特·卡西尔.人论[M],甘阳译.上海：上海译文出版社,1985.
[101]国家教育发展研究中心.发达国家教育改革的动向和趋势(第二集)[M].北京：人民教育出版社,1994.
[1]陈向明.范式探索：实践—反思的教育质性研究[J].北京大学教育评论.2010(04)：40-54+188.
[2]樊术晨.千万教师支撑世界最大规模基础教育[N].中国青年报,2010-07-14.
[3]李放放,蒋柯.国外高等教育教师教育者职业资质研究述评[J].武汉理工大学学报(社会科学版).2010(06)：913-917.
[4]李玲,扶斌.高师院校教师教育者师范性的追问[J].学园.2010(03)：80-84.
[5]李玲,邓晓君.荷兰教师教育工作者专业标准研究[J].西南大学学报(社会科学版).2010(01)：67-70.
[6]杨玉东.教师教育者应行走在理论与实践断层之间[N].中国教育报,2010-2-5(5).
[7]龙宝新.对当前我国教师教育中存在的“钟摆”倾向的反省[J].教师教育研究.2009(01)：1-5.
[8]张小菊.国外有关教师教育者特征及职业素质的研究[J].湖北师范学院学报(哲学社会科学版).2009(05)：116-118.
[9]冯晓艳,洪明.教师教育者团体在美国当前教育改革中的立场与观点——基于“美国教师教育院校协会”(AACTE)对NCLB的修正意见[J].教育与考试.2009(01)：84-89.
[10]杨秀玉.实践中的学习：教师教育实习理念探析[J].首都师范大学学报(社会科学版).2009(05)：57-61.
[11]李政云.美国教师教育优秀项目比较分析与启示[J].湖南师范大学教育科学学报.2009(01)：68-73.
[12]吉恩·克兰迪宁,鞠玉翠.知识与课程开发：教师教育的新图景[J].教育研究.2009(04)：48-54.
[13]孙自挥,高晓芙,朱海英,等.教师教育者的学科教学知识研究[J].中国教师.2009(03)：39-41.
[14]孙传远.教师教育学学科身份判断[J].现代教育论丛.2009(01)：71-75.
[15]管培俊.我国教师教育改革开放三十年的历程、成就与基本经验[J].中国高教研究.2009(02)：3-11.
[16]陈永明,王健.“教师教育学”学科建立之思考[J].教育研究.2009(01)：53-59.
[17]许爱红.促进教师发展的评价体系的构建——以年终考核为例[J].教育科学研究.2009(03)：43-46.
[18]王少非.教育评价范式转换中的教师评价素养框架[J].教师教育研究.2009(02)：65-69.
[19]王艳玲.教师应该具备哪些知识——近20年来美国教学“知识基础”研究述评[J].外国中小学教育2009(08)：7-11.
[20]李树军.教师课程理解：现实问题与应然取向[J].教育发展研究.2009(12)：68-70.
[21]陈振华.教师研究与教育知识的发展[J].教育科学.2009(04)：49-53.
[22]叶澜.留在生命深处的历史印痕——中华人民共和国教育60年琐忆杂谈[J].人民教育.2009(18)：10-12.
[23]王立科.我国教师教育政策发展三十年回顾与展望[J].国家教育行政学院学报.2009(01)：30-35.
[24]付八军.从师范院校到综合院校的教师教育[J].黑龙江高教研究.2009(02)：67-69.
[25]王娟.师范教育研究30年——从师范教育到教师教育[J].当代教育与文化.2009(05)：44-50.
[26]刘良华.教师应具备哪些课程智慧?[J].福建论坛(社科教育版).2009(05)：18-21.
[27]贺祖斌.地方师范院校教师教育在转型中的困惑和对策[J].教师教育研究.2009(05)：61-65+69.
[28]张光陆.教师理解与教师实践智慧的生成[J].教师教育研究.2009(04)：22-26.
[29]周成海.教师的教学专业成长历程：一项自我研究[J].教师教育研究.2009(04)：44-48.
[30]李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
[31]冯婉桢.教学机智的生成与教师职后教育的教学改进[J].江苏教育研究.2008(13)：48-51.
[32]周钧,李小薇.关于高质量教师教育的阐释——评《有效教师教育》[J].高等教育研究.2008(01)：105-109.
[33]姜勇,涂阳慧.巴基斯坦“骨干教师”项目改革述评[J].外国中小学教育.2008(01)：53-57.
[34]王红艳,陈向明.新教师的定位问题：自我、学科与学生[J].当代教育科学.2008(09)：27-29.
[35]昌晓莉.教学学术：高校提升教学质量的突破口[J].中国教师.2008(21)：25-28.
[36]冯喜英.高等师范院校学生问题意识状况的调查与思考[J].教学研究.2008(02)：122-125.
[37]王鉴,李泽林.教师研究课堂：意义、路径和模式[J].教育研究.2008(09)：87-92.
[38]姜勇,庞丽娟.论教师教育课程的精神关注：文化·伦理·智慧[J].教育科学.2008(03)：75-78.
[39]冯大鸣.美国、英国、澳大利亚教师专业发展研究新进展[J].教育研究.2008(05)：93-99.
[40]周钧,朱旭东.我国教师教育专业设置研究[J].教师教育研究.2008(03)：22-27.
[41]李茂森.教师“身份认同”的理性思考[J].全球教育展望.2008(07)：34-37.
[42]尹弘飚,操太圣.课程改革中教师的身份认同——制度变迁与自我重构[J].教育发展研究.2008(02)：35-40.
[43]张景焕,王晓玲,常淑敏等.师范生心理素质的结构及特征[J].心理学探新.2008(01)：88-91.
[44]陈振隆,谌启标.美国教师教育质量认证组织(TEAC)及其影响述评[J].外国中小学教育.2008(09)：18-23.
[45]尼克·温鲁普,简·范德瑞尔,鲍琳·梅尔.教师知识和教学的知识基础[J].北京大学教育评论.2008(01)：21-38+188.
[46]李政涛.我们时代的教育学教育——以教师的教育学教育为例[J].高等教育研究.2008(02)：35-39.
[47]李政涛.心在哪,智慧就在哪——教师的生命体验、教育体验与智慧体验[J].人民教育.2008(23)：16.
[48]杨秀玉,孙启林.教师的教师：西方的教师教育者研究[J].外国教育研究.2007(10)：6-11.
[49]杨天平.加强教师教育学科建设的几点思考[N].光明日报,2007-3-15.
[50]徐佳,吴刚平.教师教育课程资源建设的问题与策略[J].高等教育研究.2007(09)：49-53.
[51]刘嫚.大学教师的角色[J].理工高教研究.2007(05)：17-19.
[52]张家.教师教育如何在师范院校的变动中加强[J].大学教育科学.2007(03)：108-112.
[53]俞吾金.如何理解“问题意识”[N].长江口报,2007-6-28(12).
[54]周钧,朱旭东.我国教师教育学位制度研究[J].学位与研究生教育.2007(05)：28-31.
[55]朱旭东,周钧.论我国教师教育学科制度建设——教师教育大学化的必然选择[J].教师教育研究.2007(1)：6-11.
[56]李学农.教师专业化实践的困境与教师教育学科理论的生长[J].教育理论与实践.2007(07)：33-36.
[57]杨跃.关于教师教育学科权建的理性思考[J].教师教育研究,2007(01)：1-5.
[58]蔡永红.新教学观与教师评价[J].北京师范大学学报(社会科学版).2007(01)：47-51.
[59]黎琼锋,李辉,邓玉荣.高校教师评价：实践与构想[J].现代教育科学(高教研究).2007(05)：106-109.
[60]杨清.教师同行评价的文化分析[J].江西教育科研.2007(04)：49-51.
[61]李学农.教师专业化实践的困境与教师教育学科理论的生长[J].教育理论与实践.2007(07)：33-36.
[62]朱宁波,张丽.国内外教师实践性知识研究述评[J].辽宁师范大学学报(社会科学版)2007(03)：66-68.
[63]陈林,蔡伟仁.从美国教师专业化看我国教师教育管理体制改革的出路[J].高校教育管理.2007(03)：54-58.
[64]朱金兰.美国职业技术教师教育者的特征[J].比较教育研究.2006(11)：75-79.
[65]贾朝东,朱金兰.中美职教教师培养者的共性与个性[J].职业技术教育.2006(24)：56-59.
[66]武云斐.试析反思型教师的思维品质[J].中小学教师培训.2006(10)：6-8.
[67]中继亮,张彩云.教师反思性对话的实践模式[J].教师教育研究.2006(04)：30-34.
[68]顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
[69]钱丽君.关注教师的生命自觉[J].中小学心理健康教育,2006(01).
[70]郭警修.教师教育大学化的政策变革与质量保证[J].福建师范大学学报(哲学社会科学版).2006(05)：148-151.
[71]孙丽.自我概念的研究概述及发展趋势探讨[J].社会心理科学.2005(03)：45-49.
[72]朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9.
[73]李学农.师范大学综合化与教师教育专业化[J].江苏高教.2005(02)：76-78.
[74]郄海霞.美国教师教育大学化的路径、理念及启示[J].现代教育论从.2005(03)：47-54.
[75]王端庆.教师教育改革的新视野[J].辽宁教育研究.2005(04)：8-10.
[76]刘慧阳.论教师教育转型期综合性大学与师范大学的竞争与合作[J].湖南师范大学教育科学学报.2005(03)：34-36.
[77]周钧.技术理性与反思性实践：美国两种教师教育观之比较[J].教师教育研究.2005(06)：78-82+73.
[78]赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践.2004,(17)：33-36.
[79]朱旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7.
[80]陶家俊.身份认同导论[J].外国文学.2004(02)：37-44.
[81]郄海霞.西方“教师教育大学化”研究述评[J].外国教育研究.2004(02)：41-47.
[82]石鸥.一个时代正在结束——试论独立建制的师范院校的终结[J].高等师范教育研究.2003(05)：19-24.
[83]操太圣,卢乃桂.抗拒与合作：课程改革情境下的教师改变[J].课程.教材.教法.2003(01)：71-75.
[84]陈幺元.从教师专业化之趋势反思高师教育的师范性[J].黑龙江高教研究,2003(4).
[85]洪成文.师范教育教师的专业化标准：荷兰的案例[J].高等师范教育研究.2003(03)：70-74+42.
[86]顾明远.师范教育的传统与变迁[J].高等师范教育研究.2003(03)：1-6.
[87]郄海霞.20世纪90年代以来我国学者对国外教师教育研究综述[J].比较教育研究.2003(01)：76-82.
[88]余桂红.论师生关系的疏离与大学生主体性[J].云南教育,2003(06).
[89]詹启生,乐国安.百年来自我研究的历史回顾及示来发展趋势[J].南开学报(哲学社会科学版).2002(05)：27-33.
[90]朱旭东.应当实施教师教育大学化战略[J].中国高等教育.2002(19)：18-19.
[91]黄葳.教师教育专业化与教师教育课程改革[J].课程教材教法.2002(01)：64-67.
[92]张贵新.对教师专业化的理念、现实与未来的探讨[J].外国教育研究.2002(02)：50-55.
[93]张贵新,饶从满.反思型教师教育的模式述评[J].东北师大学报.2002(01)：103-108.
[94]张秀阁,吴江.中国教师教育：理念·模式·目标·结构[J].现代教育科学.2002(11)：27-29.
[95]石中英.缄默知识与教学改革[J].北京师范大学学报(人文社会科学版),2001(03)：101-108.
[96]朱旭东.国外教师教育的专业化和认可制度[J].比较教育研究.2001(03)：6-12.
[97]袁振国.问题与答案 哪一个更重要?——新世纪基础教育改革的微观思考之一[J].人民教育.2001(04)：7-9.
[98]卢东亮,罗清旭.师范生心理综合素质调查报告[J].五邑大学学报(社会科学版).2000(02)：84-87.
[99]陆瑕.教师排斥改革怎么办?——发展中国家教改的一个两难问题[J].中小学管理.1999(10)：33-35.
[100]呼中陶,刘捷.建国50年高校教师队伍建设的回顾与思考[J].北京师范大学学报,1999(06)：53-58.
[101]胡德海.论教育和自我教育[J].华东师范大学学报(教育科学版).1998(04)：17-24.
[102]高慎英.教师成为研究者——教师专业化问题探讨[J].教育理论与实践.1998(03)：32-35.
[103]叶澜.让课堂焕发出生命活力——论中小学教学改革的深化[J].教育研究.1997(09)：3-8.
[104]F·迈克尔·康内利,D·琼·柯兰迪宁,何敏芳等.专业知识场景中的教师个人实践知识[J].华东师范大学学报(教育科学版).1996(02)：5-16.
[105]叶澜.世纪之交中国学校教育文化使命之思考[J].天津市教科院学报.1996(05)：1-7.
[106]钱民辉.论教师与教育变革的关系[J].教育理论与实践.1996(06)：16-21.
[107]米洪发.高师院校的办学方向应紧紧围绕“师范性”[J].山东师范大学学报(社会科学版),1996(03)：64-66.
[1]吴振利.美国大学教师教学发展研究[D].东北师范大学,2010.
[2]陈金凤.当代大学教师学术人格探论[D].西南大学,2010.
[3]孙宽宁.教师课程理解中的自我关怀[D].山东师范大学,2009.
[4]刘静焱.“自我研究”——教师教育者的发展方式研究[D].东北师范大学,2009.
[5]缴润凯.师范生教师职业成熟度研究[D].东北师范大学,2009.
[6]陈静静.教师实践性知识及其生成机制研究[D].华东师范大学,2009.
[7]朱桂琴.教师的实践性格[D].华中师范大学,2009.
[8]鲍同梅.教师自主：一种审视教师发展的视角[D].华东师范大学,2008.
[9]张宝歌.教师教育转型期地方高师院校师范性问题研究[D].东北师范大学,2008.
[10]杨慧囡.教师自我教育研究[D].山东师范大学,2008.
[11]赵虹元.基础教育教师课程权力研究[D].西南大学,2008.
[12工艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学,2008.
[13]鲍道宏.教师课程理解初探[D].华东师范大学,2008.
[14]谭辉旭.实践课程论研究[D].西南大学,2008.
[15]罗瑞.专家型教师自主发展的研究[D].吉林大学,2007.
[16]吴卫东.教师个人知识研究[D].华东师范大学,2007.
[17]罗儒国.教师教学生活研究[D].西北师范大学,2007.
[18]工春光.反思型教师教育研究[D].东北师范大学,2007.
[19]陈雨亭.教师研究中的自传研究方法：对威廉·派纳“存在体验课程”的研究[D].华东师范大学,2006.
[20]周福盛.教师个体知识的构成及发展研究[D].西北师范大学,2006.
[21]姜美玲.教师实践性知识研究[D].华东师范大学,2006.
[22]刘冬岩.实践智慧：一种可能的教学价值[D].南京师范大学,2006.
[23]程亮.教育学的“实践”关怀[D].华东师范大学,2006.
[24]林德全.论教育叙事[D].华东师范大学,2005.
[25]岳欣云.教师研究的反思与再探究[D].华东师范大学,2005.
[26]鞠玉翠.教师个人实践理论的叙事探究[D].华东师范大学,2003.
[27]陈振华.论教师成为教育知识的建构者[D].华东师范大学,2003.
[28]金美福.教师自上发展论[D].东北师范大学,2003.
[29]刘良华.行动研究的史与思[D].华东师范大学,2001.
[30]郭良菁.迈向养成自主探究与反思的实践者的教师教育[D].华东师范大学,1999.
[31]龙斌.人的自我论[D].中国人民大学,1998.
[1]Crowe, A. R. (2010). Advancing Social Studies Education through Self-Study Methodology:The Power, Promise and Use of Self-Study in Social Studies Education. New York:Springer.
[2]Bates. T., et al. (2010) The Professional Development of Teacher Educators. London:Routledge.
[3]Lyons, N. (2010). Handbook of Reflection and Reflective Practice:Mapping a Way of Knowing for Professional Reflective Inquiry. New York:Springer.
[4]Fitzgerald, L., Heston, M., Tidwell, D. (2009). Research Methods for the Self-study of Practice. Dordrecht: Springer Netherlands.
[5]Pinnegar, S., Hamilton, M. L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht, New York:Springer Netherlands.
[6]Schulte, A. K. (2009). Seeking Integrity in Teacher Education. New York:Springer Netherlands.
[7]Lassonde, C. A., Galman, S., Kosnik, C. (2009). Self-Study Research Methodologies for Teacher Educators. Rotterdam:Sense Publishers.
[8]Swennen, A, van der Klink, M. R. (2009). Becoming a Teacher Educator:Theory and Practice for Teacher Educators. Dordrecht:Springer.
[9]Townsend, T., Bates, R. (2009). Handbook of Teacher Education:Globalization, Standards and Professionalism in Times of Change. Dordrecht:Springer Netherlands.
[10]Brandenburg, R. (2008). Powerful Pedagogy:Self-Study of a Teacher Educator's Practice. Germany: Springer Netherlands.
[11]Marilyn Cochran-Smith, Sharon Feiman-Nemser, Kelly E. Demers, et al. (2008). Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts (3rd edition). London:Routledge.
[12]Berry, A. (2008). Tensions in Teaching about Teaching:Understanding Practice as a Teacher Educator. Dordrecht:Springer.
[13]Klecka, C. L., Odell, S. J., Houston, W. R., et al. (2008). Visions for Teacher Educators:Perspectives on the Association of Teacher Educators'Standards. Rowman & Littlefield Education.
[14]Darling, L. F., Erickson, G., Clarke, A. (2007). Collective Improvisation in a Teacher Education Community. Dordrecht:Springer Netherlands.
[15]Loughran J. J. (2007). Developing Reflective Practice:Learning about Teaching and Learning through Modelling. London:Washington, D.C.:Taylor & Francis,.
[16]The Holmes Partnership. (2007). The Holmes Partnership Trilogy:Tomorrow's Teachers, Tomorrow's Schools, Tomorrow's Schools of Education. New York:Peter Lang Publishing.
[17]Gordon, M., O'Brien, T. V. (2007). Bridging Theory and Practice in Teacher Education. Rotterdam/Taipei: Sense Publishers.
[18]Aubusson, P., Schuck, S. (2006). Teacher Learning and Development:The Mirror Maze. Dordrecht:Springer Netherlands.
[19]Loughran, J. J. (2006). Developing a Pedagogy of Teacher Education:Understanding Teaching and Learning about Teaching. London; New York:Routledge.
[20]Samaras, A. P., Freese, A. R. (2006). Self-study of Teaching Practices Primer. New York:P. Lang.
[21]Kosnik, C.. Beck, C., Freese. A., et al. (2005). Making a Difference Teacher Education Through Self-Study. Dordrecht:Springer Netherlands.
[22]Levine, A. The Education Schools Project Educating School Leaders (Published in March 2005); Educating School Teachers (Published in September 2006); Educating Scholars and Researchers (Published in May 2007). Washington, DC:Education Schools Project.2005.
[23]Hoban, G. (2005). The Missing Links in Teacher Education Design. Dordrecht:Springer Netherlands.
[24]Mitchell, C., O'Reilly-Scanlon, K., Weber, S. (2005). Just Who Do We Think We Are?:Methodologies for Self-study in Education. London:Routledge Falmer,.
[25]Loughran, J. J. et al. (Eds.). (2004). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers.
[26]Stern, D. N. (2004). The Present Moment in Psychotherapy and Everyday Life. New York:W. W. Norton & Company.
[27]Britzman, D. P. (2003). Practice Makes Practice:A Critical Study of Learning to Teach. Albany, New York: State University of New York Press.
[28]Loughran, J. J., et al. (2002). Improving Teacher Education Practice through Self-study. London; New York: Routledge Falmer.
[29]Korthagen, F. (2001). Linking Practice and Theory:the Pedagogy of Realistic Teacher Education. Mahwah, New Jersey:Lawrence Erlbaum Associates.
[30]Churukian, G. A., Lock, C. (2000). International Narratives on Becoming a Teacher Educator:Pathways to a Profession. New York:Edwin Mellen Press.
[31]Connelly, F. M.& Clandinin, D. J. (1999). Shaping a Professional Identity:Stories of Educational Practice. New York:Teachers College Press.
[32]Roth, R. A. (1998). The Role of the University in the Preparation of Teachers. London:Routledge.
[33]Hamilton, M., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London: Falmer Press.
[34]Russell, T., Loughran, J. J. (1997). Teaching about Teaching:Purpose, Passion, and Pedagogy in Teacher Education. London:Falmer Press.
[35]Calderhead, J., Shorrock, S. B. (1997). Understanding Teacher Education:Case Studies in the Professional Development of Beginning Teachers. London; Washington, D.C.:Falmer Press.
[36]Gadotti, M, Ebrary, I. (1996). Pedagogy of Praxis:A Dialectical Philosophy of Education. Albany:State University of New York Press.
[37]Thomas, J. B., et al. (1996). Handbook of Research on Teacher Education:A Project of the Association of Teacher Educators (2nd edition). New York:Macmillan Pub Co.
[38]Murray, F. B. (1995). The Teacher Educator's Handbook:Building a Knowledge Base for the Preparation of Teachers (1st edition). San Francisco, CA:Jossey-Bass.
[39]Russell. T, Korthagen, F. (1995). Teachers Who Teach Teachers:Reflections on Teacher Education. London: Falmer Press.
[40]Hollingsworth, S.& Sockett, H. (1994). Teacher Research and Educational Reform:Ninety-third Yearbook of the National Society for the Study of Education, Part I. Chicago, Illinois:The University of Chicago Press.
[41]Calderhead, J., Gates, P. (1993). Conceptualizing Reflection in Teacher Development. London:Falmer Press.
[42]Ducharme, E. R.. (1993). The Lives of Teacher Educators:In Their Own Worlds. New York:Teachers College Press.
[43]Valli, L. (1992). Reflective Teacher Education:Cases and Critiques. Albany, N.Y.:State University of New York Press.
[44]Leavitt, H. B. (1992). Issues and Problems in Teacher Education:An International Handbook. New York: Greenwood Press.
[45]Tabachnick, B. R., Zeichner, K. M. (1991). Issues and Practices in inquiry-oriented Teacher Education. London; New York:Falmer.
[46]Houston, W. R., et al. (1990). Handbook of Research on Teacher Education:A Project of the Association of Teacher Educators. New York:Macmillan Publishing Company.
[47]Grimmett, P. P., Erickson, G. L. (1988). Reflection in Teacher Education. Vancouver. B.C.; New York: Pacific Education Press; Teachers College Press.
[48]Katz, L. G., Raths, J. D. (1984). Advances in Teacher Education, Volume I. New York:Ablex Publishing.
[49]Schwab, J. J. (1978). Science, Curriculum, and Liberal Education:Selected Essays, ed. Ian Westbury & Neil J. Wilkof. Chicago:University Of Chicago Press.
[1]Grierson A, Tessaro M L, Cantalini-Williams M, et al. (2010). Exploring the Tensions of Teacher Education through Collaborative Self-study. Presented at the Annual Meeting of the American Educational Research Association (Denver, Colorado, April 30-May 4,2010).
[2]Zeichner, K. (2010). Rethinking the Connections between Campus Courses and Field Experiences in College-and University-Based Teacher Education University-Based Teacher Education. Journal of Teacher Education, 61(1-2):89-99.
[3]van Velzen C, van der Klink M, Swennen A, et al. (2010). The Induction and Needs of Beginning Teacher Educators. Professional Development in Education,36(1-2):61-75.
[4]Mckeon, F., Harrison, J. (2010). Developing Pedagogical Practice and Professional Identities of Beginning Teacher Educators. Professional Development in Education,36 (1-2):25-44.
[5]Chetty, R., Lubben, F. (2010). The Scholarship of Research in Teacher Education in a Higher Education Institution in Transition:Issues of Identity. Teaching and Teacher Education,26(4):813-820.
[6]Lunenberg, M., Zwart, R., Korthagen, F. (2010). Critical Issues in Supporting Self-Study. Teaching and Teacher Education,26(6):1280-1289.
[7]Berry, A. (2009). Professional Self-Understanding as Expertise in Teaching about Teaching. Teachers and Teaching:Theory and Practice,15 (2):305-318.
[8]Sandretto, S. (2009). Theoretical and Methodological Tensions in a Poststructural Collaborative Self-Study Research Project. Studying Teacher Education,5(1):89-101.
[9]Mcgee, A, Lawrence, A. (2009). Teacher Educators Inquiring into Their Own Practice. Professional Development in Education,35(1):139-157.
[10]Bullock, S. M. (2009). Learning to Think like a Teacher Educator:Making the Substantive and Syntactic Structures of Teaching Explicit through Self-Study. Teachers and Teaching:Theory and Practice,15(2): 291-304.
[11]McGee A, Lawrence, A. (2009).Teacher Educators Inquiring into Their Own Practice. Professional Development in Education,35(1):139-157.
[12]Timmerman, G. (2009). Teacher Educators Modelling Their Teachers? European Journal of Teacher Education,32(3):225-238.
[13]Bullock, S. M., Christou, T. (2009). Exploring the Radical Middle between Theory and Practice:A collaborative self-study of beginning teacher educators. Studying Teacher Education,5(1):75-88.
[14]Loughran, J. J. (2007). Researching Teacher Education Practices:Responding to the Challenges, Demands, and Expectations of Self-Study. Journal of Teacher Education,58(1):9.
[15]Pithouse, K., Mitchell, C., Weber, S. (2009). Self-study in Teaching and Teacher Development:a Call to Action. Educational Action Research,17(1):43-62.
[16]Freidus, H., Baker, C., Feldman, S., et al. (2009). Insights into Self-Guided Professional Development: Teachers and Teacher Educators Working Together. Studying Teacher Education,5(2):183-194.
[17]Craig, C. J. (2008). Joseph Schwab, Self-Study of Teaching and Teacher Education Practices Proponent? A Personal Perspective. Teaching and Teacher Education,24(8):1993-2001.
[18]Lunenberg, M.& Hamilton, M. L. (2008). Threading a Golden chain:An Attempt to Find Our Identities as Teacher Educators. Teacher Education Quarterly,35:185-202.
[19]Swennen, A., Volman, M., van Essen M. (2008). The Development of the Professional Identity of Two Teacher Educators in the Context of Dutch Teacher Education. European Journal of Teacher Education, 31(2):169-184
[20]Martinez, K. (2008). Academic Induction for Teacher Educators. Asia-Pacific Journal of Teacher Education, 36(1):35-51.
[21]Hamilton, M. L., Smith, L., Worthington, K. (2008). Fitting the Methodology with the Research:An Exploration of Narrative, Self-Study and Auto-Ethnography. Studying Teacher Education,4(1):12.
[22]Skerrett, A. (2008). Biography, Identity, and Inquiry:The Making of Teacher, Teacher Educator, and Researcher. Studying Teacher Education,4(2):143-156.
[23]Swennen, A., Lunenberg, M., Korthagen, F. (2008). Preach What You Teach! Teacher Educators and Congruent Teaching. Teachers and Teaching:Theory and Practice,14(5-6):531-542.
[24]Liston. D., Borko, H., Whitcomb, J. (2008). The Teacher Educator's Role in Enhancing Teacher Quality. Journal of Teacher Education,59:111-116.
[25]Murray. J. (2008). Teacher Educators'Induction into Higher Education:Work-Based Learning in the Micro Communities of Teacher Education. European Journal of Teacher Education.31(2):117-133.
[26]Koster, B., Dengerink, J. J. (2008). Professional Standards for Teacher Educators:How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands. European Journal of Teacher Education,31(2):135-149.
[27]Murray, J. (2008). Towards the Re-articulation of the Work of Teacher Educators in Higher Education Institutions in England. European Journal of Teacher Education,31(1):25.
[28]Zeichner, K. (2007). Accumulating Knowledge across Self-Studies in Teacher Education. Journal of Teacher Education,58:36-46.
[29]Hoban, G. F., Butler, S., Lesslie, L. Facilitating Self-Study of Professional Development:Researching the Dynamics of Teacher Learning[J]. Studying Teacher Education.2007,3(1):35-51.
[30]Latta, M. M., Buck, G. (2007). Professional Development Risks and Opportunities Embodied within Self-Study. Studying Teacher Education,3(2):189-205.
[31]Samaras, A. P., Adams-Legge M., Breslin, D., et al. (2007). Building a plane while flying it:reflections of teaching and learning self-study. Reflective Practice:International and Multidisciplinary Perspectives,8(4): 467-481.
[32]Larsen, M. A. (2007). Self-Study Research in a new school of education:moving between vulnerability and community. Studying Teacher Education,3 (2):173-187.
[33]Hiebert, J., Morris, A. K., Berk, D., et al. (2007). Preparing Teachers to Learn from Teaching. Journal of Teacher Education,58(1):47-61.
[34]Lunenberg, M., Korthagen, F., Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education,23(5):586-601.
[35]Russell, T. (2007). How Experience Changed my Values as a Teacher Educator. ISATT, Brock University. http://www.isatt.org/ISATT-papers/ISATT-papers/Russell_HowExperienceChangedmyValuesasaTeacherEdu cator.pdf.
[36]Russell, T., Loughran, J. (2007). Exploring the Disciplined Nature of Self-Study Research in Teacher Education. Studying Teacher Education,3(2):115-116.
[37]Loughran, J., Russell, T. (2007). Beginning to Understand Teaching as a Discipline. Studying Teacher Education,3(2):11.
[38]Loughran, J. (2007). Researching Teacher Education Practices:Responding to the Challenges, Demands, and Expectations of Self-Study. Journal of Teacher Education,58(1).12-20.
[39]Zeichner, K. (2006). Reflections of a University-Based Teacher Educator on the Future of College-and University-Based Teacher Education. Journal of Teacher Education,57:326-340.
[40]Yogev, S., Yogev, A. (2006). Teacher educators as researchers:A profile of research in Israeli teacher colleges versus university departments of education. Teaching and Teacher Education,22(1):32-41.
[41]Korthagen, F., Loughran, J., Lunenberg, M. (2005). Teaching Teachers——Studies into the Expertise of Teacher Educators:An Introduction to this Theme Issue. Teaching and Teacher Education.21 (2):107-115.
[42]Zeichner. K. (2005). Becoming a Teacher Educator:a Personal Perspective. Teaching and Teacher Education, 21(2):117-124.
[43]Korthagen, F., Vasalos, A. (2005). Levels in Reflection:Core Reflection as a Means to Enhance Professional Growth. Teachers and Teaching:Theory and Practice,11(1):47-71.
[44]Cochran-Smith M. (2005). Teacher educators as researchers:multiple perspectives. Teaching and Teacher Education,21(2):219-225.
[45]Loughran, J., Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education,21(2): 193-203.
[46]Koster, B., Brekelmans, M., Korthagen, F., et al. (2005). Quality Requirements for Teacher Educators. Teaching and Teacher Education,21(2):157-176.
[47]Smith, K. (2005). Teacher Educators'Expertise:What Do Novice Teachers and Teacher Educators Say?. Teaching and Teacher Education,21(2):177-192.
[48]Murray, J., Male, T. (2005). Becoming a Teacher Educator:Evidence from the Field. Teaching and Teacher Education,21(2):125-142.
[49]Doecke, B. (2004). Professional identity and educational reform:confronting my habitual practices as a teacher educator. Teaching and Teacher Education,20(2):203-215.
[50]Clarke, A, Erickson, Gaalen. (2004). Self-study:The fifth commonplaces. Australian Journal of Education, 48(2):182-199.
[51]Cochran-Smith M. (2003). Learning and unlearning:the education of teacher educators. Teaching and Teacher Education,19(1):5-28.
[52]Feldman, A. (2003). Validity and Quality in Self-Study. Educational Researcher,32(3):26-28.
[53]Louie, B. Y., Drevdahl, D. J., Purdy, J. M., et al. (2003). Advancing the Scholarship of Teaching through Collaborative Self-Study. Journal of Higher Education,74(2):150-171.
[54]Mueller, A. (2003). Looking Back and Looking Forward:always becoming a teacher educator through self-study. Reflective Practice:International and Multidisciplinary Perspectives,4(1):67-84.
[55]Beaty, L.& Cousin, G. (2002). Turning the Light on Ourselves:Researching Pedagogy Practice and Policy. Exchange, No3. Autumn:23-24.
[56]Dinkelman, T. (2002). Towards a Theory of Teachers Becoming Teacher Educators. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans,LA, April 1-5,2002).
[57]Jr. Bullough, R. V., Pinnegar, S. (2001).Guidelines for Quality in Autobiographical Forms of Self-Study Research. Educational Researcher,30(3):13-21.
[58]Ben-Peretz M. (2001).The Impossible Role of Teacher Educators in a Changing World. Journal of Teacher Education,52:48-56.
[59]Koster. B.. Dengerink, J. (2001).Towards a Professional Standard for Dutch Teacher Educators. European Journal of Teacher Education,24(3):343-354.
[60]Trigwell, K.. Martin, E., Benjamin, J., et al. (2000). Scholarship of Teaching:A Model. Higher Education Research & Development.19(2):155-168.
[61]Cole, A. L. (1999).Teacher Educators and Teacher Education Reform:Individual Commitments, Institutional Realities. Canadian Journal of Education,24(3):281-295.
[62]Dinkelman, T. (1999).Self-Study in Teacher Education:A Means and Ends Tool for Promoting Reflective Teaching. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 24-28,1999).
[63]Zeichner, K. (1999). The New Scholarship in Teacher Education. Educational Researcher,28(9):4-15.
[64]Koster, B., Wubbels, T., Korthagen, F. (1998). Is There Anything Left for Us? Functions of Cooperating Teachers and Teacher Educators. European Journal of Teacher Education,21(1):75-89.
[65]Myers, C. B. (1997).The Absence of Self-Study in School-University Teacher Education Reform. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28,1997).
[66]Ducharme, M., Ducharme, E. (1996). A Study of Teacher Educators:Research from the USA. Journal of Education for Teaching,22(1):57-70.
[67]Myers, C. B. (1995). The Importance of Self-Study in Teacher Education Reform and Re-Accreditation Efforts. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22,1995)
[68]Schiller, M., Streitmatter, J. (1994). A Self-Study of Teaching Practices:Are We Practicing What We Preach?. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, LA, April 4-8,1994).
[69]Tamir, P. (1991). Professional and Personal Knowledge of Teachers and Teacher Educators. Teaching and Teacher Education,7(3):263-268.
[70]Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review,57(1):1-21.
[71]Wisniewski, R. (1986). The Ideal Professor of Education. Phi Delta Kappan,68(4):288-292.
[72]Troyer, M. B. (1986). A Synthesis of Research on the Characteristics of Teacher Educators. Journal of Teacher Education,37:6-11.
[73]Ducharme, E. R. (1986). Teacher Educators:What Do We Know? ERIC Digest 15. ERIC Clearinghouse on Teacher Education Washington DC.
[74]Ducharme, E. R.& Agne. R. M. (1982). The Educational Professoriate:A Research Based Perspective. Journal of Teacher Education,33(6):30-36.
1 Clarke. A., Erickson, G. (2004). Self-study:The fifth Commonplaces. Australian Journal of Education,48(2):182-199.
2 来自2010年5月19日我和一位同事的邮件： 《我工作以来的困惑》
1 顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
1 2005年,教师教育实践自我研究国际期刊——《研究教师教育》(Studying Teacher Education)创刊。该杂志为国际评审,自2010年开始,每年出版三期,由Routledge出版。主要刊登自我研究和教师教育研究方面成果。
2 Hamilton. M. L., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press.
1 Loughran J. et al. (2002). Improving Teacher Education Practice through Self-study. London; New York:Routledge Falmer.
2 Bcaty L.& Cousin G. (2002). Turning the Light on Ourselves:Researching Pedagogy Practice and Policy. Exchange. No3. Autumn:23-24.
3 Loughran, J. J. et al. (Eds.). (2004). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers.
1 详细信息见附录四：《教学和教师教育实践自我研究》丛书简介。
2 Zeichner, K. (2007). Accumulating Knowledge across Self-Studies in Teacher Education. Journal of Teacher Education,58: 36-46.
3 刘静焱.自我研究：教师教育者的发展方式研究[D].东北师范大学硕士学位论文,2009.
1 王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008.
2 如教学者和示范者二元角色观,(Ducharme.1993; Guilfoyle. Hamilton, Placier. and Pinnegar.1995:Regenspan (2002), Korthagen, Loughran. and Lunenberg.2005; M. Lunenberg. et al.,2007);还有促进者、激励者、沟通者等多元角色观(Kari Smith.2005; A. Swennen. et al.,2008)
3 在知识方面,如要求具有丰富的、拓展性的任教学科领域知识,广泛的教育学、教学法、心理学等相关领域的知识,以及儿童及成年学习者的相关知识(Bob Koster, et al.,2001):在能力方面,代表性观点如“六任务、四能力”说(Bob Koster. et al.,2005)。
4 代表性研究如Smith. K. (2005). Teacher Educators'Expertise:What Do Novice Teachers and Teacher Educators Say?. Teaching and Teacher Education,21(2):177-192.
5 Berry, A. (2009). Professional Self-Understanding as Expertise in Teaching about Teaching. Teachers and Teaching:Theory and Practice.15 (2):305-318.
6 Smith. K.,2005; Korthagen. F., et al.2005.
1 Tamir. P. (1991). Professional and Personal Knowledge of Teachers and Teacher Educators. Teaching and Teacher Education, 7(3):263-268.
2 Ducharme, E. R.,1996; Churukian, G. A., et al.2000:Koster, B., et al,2008.
3 涉及未来教师教育者一研究者需要了解哪些关于教师教育、相关学科、研究方法论、大学教学和K-12学校教育的内容,以及对研究的应用等(Marsh. D. D.,1987; Wilson. S. M.,2006)。
4 包括组织上的入职和专业入职(Lunenberg, M.,2002; Murray. J.,2008; Swennen. Anja., et al,2008; van Velzen C, et al.2010)以及学校教师向大学教师教育者转变(Dinkelman, T,2002;Zeichner, K.,2005;)转变中遇到的紧张与冲突(Murray, J., Male. T.,2005).
5 包括如何处理教学、研究与服务的关系(Rieg. S. A., et al,2005:Cochran-Smith M.,2003),重视教师教育者的经验(Russell,T..2007;Weber. S.,1990),《教育中的专业发展》杂志出版专刊(2010年第36卷1-2期)专门探讨教师教育者的专业发展等。
6 Korthagen, F., Russell, T. (1995). Teachers Who Teach Teachers:Reflections on Teacher Education. London:Falmer Press.
7 Swennen, A., et al.,2009; Bates. T.,2010.
8 [瑞典]胡森等.教育大百科全书(第9卷)教育研究方法[K],张斌贤等译.重庆市：西南师范大学出版社;海口市：海南出版社.2006：503.
9 Korthagen. F.. et al,2005;Hiebert, J., et al.,2007;Koster, B.,2008;Lunenberg, M.. et al,2009.
10 即教师教育者和学校教师间建立广泛的合作关系和“实践共同体”,建立有效的教师群体发展模式,以提升未来教师应对未来学生多样化的需求(Ariza. R. P., et al.2002; Bullough. R. V.. et al.2004; Bullough, R. V.,2005; Freidus, Nevin, A. I., et al,2009; Helen, et al,2009;He, An E,2009)
11 即建议打破传统大学教师教育范式中理论知识是教学知识的权威来源的认识,树立理论者、实践者和共同体专长间没有等级之分的认识(Zeichner, K.,2010)
12 Houston, W. R., et al.1990;Murray, F. B.,1995:The Holmes Partnership.2007;Levine, A.,2005,2006.2007; Marilyn Cochran-Smith et al,2008;Townsend. T. et al.2009; Lyons. N.2010.
1 张燕镜.师范教育学[M].福州：福建教育出版社.1995.
2 张燕镜.师范教育学[M].福州：福建教育出版社.1995：193-195.
3 李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
4 杨秀玉,孙启林.教师的教师：西方的教师教育者研究[J].外国教育研究.2007(10)：6-11.
5 具备相应的道德品质结构、知识结构、能力结构和现代观念,包括开放意识、未来意识、开拓意识、科学态度和精神、教育智慧等。详见张燕镜.师范教育学[M].福州：福建教育出版社,1995：202-203.
6 李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
7 张小菊.国外有关教师教育者特征及职业素质的研究[J].湖北师范学院学报(哲学社会科学版).2009(05)：116-118;李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
8 李玲,扶斌.高师院校教师教育者师范性的追问[J].学园.2010(03)：80-84.
9 朱旭东.如何理解教师教育大学化?[J].比较教育研究.2004(01)：1-7;李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
10 赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践.2004(17)：33-36.
11 杨玉东.教师教育者应行走在理论与实践断层之间[N].中国教育报,2010-2-5(5).
12 孙自挥,高晓芙,朱海英等.教师教育者的学科教学知识研究[J].中国教师.2009(82)：39-41.
13 杨秀玉,孙启林.教师的教师：西方的教师教育者研究[J].外国教育研究.2007,(10)：6-11
14 洪成文.师范教育教师的专业化标准：茶兰的案例[J].高等师范教育研究.2003(03)：70-74+42;李玲.邓晓君.荷兰教师教育工作者专业标准研究[J].西南大学学报(社会科学版).2010(01)：67-70.
1 全国十二所重点师范大学.教育学基础[M].北京：教育科学出版社,2002：118-119.
2 参照饶见维.教师专业发展——理论与务实[M].(?)南图书出版社,1996：15-16.
1 陈向明.质的研究方法与社会科学研究[M].北京：教育科学出版社.2000：104-107.
2 详见图0-1
1 洪明.教师教育的理论与实践[M].福州：福建教育出版社.2007：84.
1 Loughran, J. J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers. pp.8-9.
Pinnegar, S. (1998). Introduction to Part 1:Methodological perspectives. In Hamilton, M. L., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.33.
2 Clarke. A.& Erickson G. (2004). The Nature of Teaching and Learning in Self-Study. In Loughran, J. J.. et al. (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers, p.59.
1 Baird. B. (2004). Interpreting the What. Why and How of Self-Study in Teaching and Teacher Education. In Loughran. J. J.. et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers, p.1445.
Pinnegar. S., Hamilton, M.L. (2009). Pinnegar S. Hamilton M L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht. New York:Springer Netherlands. p.12.
3 Hamilton, M. L.. et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.236.
4 Pinnegar. S. (1998). Introduction to Part I:Methodological perspectives. In Hamilton. M. L.. et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.33.
5 Samaras. A. P., Freese. A R. (2006). Self-study of Teaching Practices Primer. New York:P. Lang:13:Cochran-Smith. M..& Lytle, S. L. (2004). Practitioner Inquiry, Knowledge, and University Culture. In Loughran, J. J., et al (Eds.). International Handbook of Research of Self-Study of Teaching and Teacher Education Practices. Dordrecht:Kluwer. pp.602-649.
6 Tidwell. D., Fitzgerald. L. (2004). Self-study as Teaching]. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.69.
7 Loughran. J. J. A History and Context of Self-Study of Teaching and Teacher Education Practices In Loughran. J. J.. et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers, pp.7-40.
1 Loughran. J. J. A History and Context of Self-Study of Teaching and Teacher Education Practices In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.30.
1 Pinnegar, S.. Hamilton, M. L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory. Methodology, and Practice. Dordrecht, New York:Springer Netherlands. pp.27-29.
1 LaBoskey, V. K. (2004). The Methodology of Self-Study and its Theoretical Understandings. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.849.
1 转引自高慎英.教师成为研究者——教师专业化问题探讨[J].教育理论与实践.1998(03)：32-35.
2 [英]詹姆斯·麦克南.课程行动研究[M].朱细文等译.北京：北京师范大学出版社,2004：4.
3 Feldman, A., Paugh, P.& Mills, G. (2004). Self-Study through Action Research. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.970.
4 Lytle, S. L.& Cochran-Smith M. (1994). Inquiry, Knowledge, and Practice. In Hollingsworth, S.& Sockett, H. (1994). Teacher Research and Educational Reform:Ninety-third Yearbook of the National Society for the Study of Education, Part Ⅰ. Chicago, Illinois:The University of Chicago Press. pp.28-39.
1 [美]埃伦·康德利夫·拉格曼.一门捉摸不定的科学：困扰不断的教育研究的历史[M].花海燕等译.北京：教育科学出版社,2006：222.
2 Jr. Bullough, R. V., Pinnegar, S. (2001).Guidelines for Quality in Autobiographical Forms of Self-Study Research. Educational Researcher,30(3):13-21.
1 Korthagen. F., Loughran, J., Lunenberg. M. (2005). Teaching Teachers——Studies into the Expertise of Teacher Educators: An Introduction to this Theme Issue. Teaching and Teacher Education,21(2):107-115.
2 小组成员有：Guilfoyle,1992; Hamilton.1992; Pinnegar.1992; Placier,1992,集体被称为‘利桑那小组”和Russell,1992.
3 Loughran. J. J.. et al. (2002). Improving Teacher Education Practice through Self-study. London:New York:Routledge Falmer. p.240.
4 例如,Zeichner,1983; Tom,1985:Zeichner and Liston.1987; Grimmett and Erickson,1988;Clilt, Houston and Pugach,1990: Russell and Munby,1992; Calderhead and Gates,1993:Laboskey.1994.
1 Zeichner, K. (1999). The New Scholarship in Teacher Education. Educational Researcher,28(9):4-15.
2 Lassonde. C. A., Galman S. Kosnik, C. (2009). Self-Study Research Methodologies for Teacher Educators. Rotterdam:Sense Publishers.
3 Fitzgerald. L., Heston. M. Tidwell, D. (2009). Research Methods for the Self-study of Practice. Dordrecht:Springer Netherlands.
1 Larsen, M. A. (2007). Self-Study Research in a new school of education:moving between vulnerability and community. Studying Teacher Education,3 (2):173-187.
2 LaBoskey, V. K. (2004). The Methodology of Self-Study and its Theoretical Understandings. In Loughran, J. J, et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.820.
3 转引自Loughran J. J., et al. (2002). Improving Teacher Education Practice through Self-study. London;New York:Routledge Falmer, p.246.
1 Loughran, J. (2007). Researching Teacher Education Practices:Responding to the Challenges. Demands, and Expectations of Self-Study. Journal of Teacher Education,58(1).12-20.
2 [古希腊]亚里士多德.尼各马可伦理学[M],廖中自译著.北京：商务印书馆.2006：173-176.
3 舒尔曼认为教学的知识基础有四个主要来源：(1)所教学科的学问：(2)制度化的教育过程的材料和背景：(3)正规教育的学问；(4)实践智慧。详见Shulman. L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review,57(1):1-21.
1 Pinnegar. S., Hamilton. M. L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht. New York:Springer Netherlands. pp.13-14.
1 [美]威廉·派纳等.理解课程[M],张华等译.北京：教育科学出版社.2003：579-586.
1 [美]罗伯特·波格丹.[美]萨莉·诺普·比克伦.教育研究方法[M](第四版),钟周等译.北京：中国人民大学出版社,2008：49.
2 Pinnegar S, Hamilton, M. L. (2009). Self-study of Fractice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht. New York:Springer Netherlands. p.118.
3 Loughran. J. J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In Loughran. J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers.
1 [美]帕克·帕尔默.教学的勇气：漫步教师心灵[M].吴国珍等译,上海：华东师范大学.2005：2-3.
1 Loughran, J. J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In Loughran. J. J.. et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London: Kluwer Academic Publishers. pp.7-8.
1 梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008：241.
2 樊未晨.千万教师支撑世界最大规模基础教育[N].中国青年报,2010-07-14.
3 中华人民共和国教育部发展规划司.中国教育统计年鉴[Z].北京：人民教育出版社.2002：24.
1 梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008：278.
2 樊未晨.千万教师支撑世界最大规模基础教育[N].中国青年报.2010-07-14.
3 朱旭东.胡艳.中国教育改革30年：教师教育卷[M].北京：.北京师范大学出版社,2009：103.
1 石鸥.一个时代正在结束——试论独立建制的师范院校的终结[J].高等师范教育研究.2003(05)：19-24.
1 顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
2 管培俊.我国教师教育改革开放三十年的历程、成就与基本经验[J].中国高教研究.2009(02)：3-11.
3 如美国成立了“全美教师教育认定协会”(National Council for Accreditation of Teacher Education简称NCATE)和“教师教育认定协会”(Teacher Education Accreditation Council简称TEAC)主要负责教师教育的认定。英国在20世纪80年代成立了“教师教育审定委员会”(The Council for the Accreditation of Teacher Education),1994年史名为“教师培养管理署”(Teacher Training Agency),主要负责向政府提供或推荐合格的教师授课科目,审查教师教育中专业课程是否适合教师的职业要求。此外很多国家如日本、澳大利亚等国家者出台了教师教育的专业标准,如教师教育机构认证标准、教师教育标准、教师教育课程标准、教师教育质量评估标准、教师教育者工作标准,等等。具体参见如下文献：朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9;教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：87;陈林,蔡伟仁.从美国教师专业化看我国教师教育管理体制改革的出路[J].高校教育管理.2007(03)：54-58;陈振隆,洪启标.美国教师教育质量认证组织(TEAC)及其影响述评[J].外国中小学教育.2008(09)：18-23.
1 这些研究有：朱旭东.应当实施教师教育大学化战略[J].中国高等教育.2002(19)：18-19;宋旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7； 王端庆.教师教育改革的新视野[J].辽宁教育研究.2005(04)：8-10;洪启标.教师教育大学化的国际比较研究[M].福州：福建教育出版社,2008：10.
1 李学农.师范大学综合化与教师教育专业化[J].江苏高教.2005(02)：76-78.
2 朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9.
3 梅新林.聚焦中国教师教育[M].北京：中国社会科学出版社,2008：59.
1 呼中陶,刘捷.建国50年高校教师队伍建设的回顾与思考[J].北京师范大学学报,1999(06)：53-58.
2 Lunenberg, M., Korthagen, F., Swennen. A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5):586-601.
3Timmerman, G. (2009). Teacher Educators Modelling Their Teachers? European Journal of Teacher Education,32(3): 225-238.
1 朱旭东.试论建立教师教育认可和质量评估制度[J].高等师范教育研究.2002(03)：28-33.
2赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践.2004(17)：33-36.
3 梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008：192.
1 张艳辉.课程与教学视野中的大学教师研究[M ].北京：中国社会科学出版社,2008：146;昌晓莉.教学学术：高校提升教学质量的突破口[J].中国教师.2008(21)：25-28.
2 国家教育发展研究中心.发达国家教育改革的动向和趋势(第二集)[M].北京：人民教育出版社,1994：135-138.
1 Shulman.L.(1987).Knowledge and Teaching:Foundations of the New Reform.Harvaard Educational Review.57(1):1-21.
2 顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
1 熊川武.反思性教学[M].上海：华东师范大学出版社,1999：3.
2 2007年5月9日,国务院第176次常务会议讨论通过《教育部直属师范大学师范生免费教育实施办法(试行)》,决
1 杜威在《我们如何思维》中认为,欲形成反省性思维习惯,还要培养三种态度：开明(open-mindedness)、专心致志(wholeheartedness)和责任心(responsibility),此外,还要有一种意愿(readiness),能积极对其经验范围之内的事物做出认真周密的思考。详见[美]约翰·杜威(Dewev, J).我们怎样思维：经验与教育[M],姜文闵译.北京：人民教育出版社,2005：33-37.
Hamilton. M. L.& Pinnegar. S. Introduction:Reconceptualizing Teaching Practice. In Hamilton. M. L., et al. (1998).
Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press, p.1
[美]诺曼·K·邓津.[美]伊冯娜·S·林肯.定性研究：策略与艺术[M],风笑天等译.重庆：重庆大学出版社,2007：419.
1 比如行动研究者应当遵循的伦理标准。详见[英]詹姆斯·麦克南.课程行功研究[M].朱细文等译.北京：北京师范大学出版社,2004：206-207.
1 来自对辛琪老师2010年8月24日的访谈。
2 陈桂生.到中小学去研究教育[M].上海：华东师范大学出版社,2003：469.
3 陈桂生.到中小学去研究教育[M].上海：华东师范大学出版社,2003：470.
4 来自对辛琪老师2010年8月24日的访谈。
1 朱旭东.如何理解教师教育大学化?[J].比较教育研究.2004(01)：1-7;李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
1 朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究,2005(01)：3-9.
2 尹弘飚,操太圣.课程改革中教师的身份认同——制度变迁与自我重构[J].教育发展研究.2008(02)：35-40.
3 Connelly. F. M.& Clandinin. D. J. (1999). Shaping a Professional Identity:Stories of Educational Practice. New York: Teachers College Press. p.3.
4 朱旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7.
1 朱旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7.
2朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9.
3 李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
4 详见王健.我国教师教育学的逻辑起点研究及学科体系构建[D].华东师范大学,2009.
1 申玉亮.教学反思与行动研究[M].北京：北京师范大学出版社,2006：94-96.
2 中国陶行知研究会等.爱满天下：陶行知名言警语[M].北京：同心出版社.1999：215,218.
1 俞吾金.如何理解“问题意识”[N].长江日报,2007-6-28(12).
2 [加]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院编译.变革的力量：透视教育改革[M].北京：教育科学出版社,2000：37.
1 详见冯喜英.高等师范院校学生问题意识状况的调查与思考[J].教学研究.2008(02)：122-125.
2 袁振国将这种学生带着问题进教室,没有问题走出教室的教育形象地成为“去问题教育”。袁振国.问题与答案哪一个更重要?——新世纪基础教育改革的微观思考之一[J].人民教育.2001(04)：7-9.
3 转引自余桂红.论师生关系的疏离与大学生主体性[J].云南教育,2003(06).
1 叶澜.“新基础教育”成型性研究报告集[C].桂林：广西师范大学出版社,2009：199.
2 中国陶行知研究会.爱满天下：陶行知名言警语[M].北京：同心出版社,1999：136.
3 Trigwell. K.. Martin, E., Benjamin. J.. et al. (2000). Scholarship of Teaching:A Model. Higher Education Research& Development,19(2):155-168.
1 Julian Kitchen. Teaching as Scholarship:Improving Teacher Education through Self-Study [EB/OL]. http://profed.brocku.ca/docs/vol5/num2/anum4.htm.
2 帕克·帕尔默(Parker J. Palmer)著,吴国珍,余巍等译.教学勇气[M].上海：华东师范大学出版社,2005：75.
1 如放松些,你不可能做完所有的事；确定研究的长期、中期、近期日标,列出计划清单、并据此分配时间：抵制拖延；尽可能与他人合作;对超负荷上作保持敏感;工作时一心一意,心无旁骛；不要假装完美等。详见[英]Elizabeth Holmes.教师的幸福感：关注教师的身心健康及职业发展[M]l,闫慧敏译,北京：中国轻工业出版社.2006：108-110.
2 [美]唐纳德·肯尼迪.学术责任[M],阎凤桥等译.北京：新华出版社,2002：80.
1 该岗位享受与学校最高层次的“求是特聘教授”相同的待遇,年津贴20万元,被誉为教学领域中的“长江学者”,6位长期从事本科基础教学的高水平教师成为首批受聘者。参见余列平,杨萍.教学领域中的“长江学者”——浙大首创
“求是特聘教学岗”[EB/OL]. [2011-4-6]. http://www.zdxb.zju.edu.cn/article/show_article_one.php?article_id=10126.如生涯发展、教学方法建议、讲座设计、初入职教师教育者教学知识、课程设计、教学策略、教学评价内容、教学研究、问题解决、批判思维、时间管理等。
3 1998年9月,清华大学在全国最早成立了“清华大学教学研究与师资培训中心”,负责全校教师上岗培训;组织在岗教师进行师德、课堂教学艺术、现代教育思想、教育教学技术等方而的交流和培训；推荐并组织课堂教学观摩,帮助教师自我训练,不断提高教学水平;进行教学过程教学质量的信息搜集,进行教学质量的评估。
4 吴振利.美国大学教师教学发展研究[D].东北师范大学.2010.
1 朱旭东,周钧.论我国教师教育学科制度建设——教师教育大学化的必然选择[J].教师教育研究,2007(01)：6-11.
2 马啸风.中国师范教育史[M].北京：首都师范大学出版社,2003：308-309.
3 杨跃.关于教师教育学科构建的理性思考[J].教师教育研究,2007(01)：1-5.
4 杨天平.加强教师教育学科建设的几点思考[N].光明日报,2007-3-15.
1 陈幺元.从教师专业化之趋势反思高师教育的师范性[J].黑龙汀高教研究.2003(4).
2 李其龙、陈水明.教师教育课程的国际比较[M].教育科学出版社,2002：197-198.
3 朱洪发.高师院校的办学方向应紧紧围绕“师范性”[J].山东师范大学学报(社会科学版).1996(03)：64-66.
1 Hamilton. M. L., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.242;Cochran-Smith, M.,& Lytle, S. L.(2004). Practitioner Inquiry, Knowledge, and University Culture. In Loughran, J. J, et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.631.
2 Renee Tipton Clift. (2004). Self-Study Research in the Context of Teacher Education Programs. In Loughran, J. J, et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers.pp.1333-1362.
3 Zeichner, K. (2007). Accumulating Knowledge across Self-Studies in Teacher Education. Journal of Teacher Education,58:36-46.
4 Zeichner, K. (1999). The New Scholarship in Teacher Education. Educational Researcher,28(9):4-15.
5 Lunenberg, M.& Hamilton, M. L. (2008). Threading a Golden chain:An Attempt to Find Our Identities as Teacher Educators. Teacher Education Quarterly,35:185-202.
1 比如Kosnik, Samaris, and Freese分别在相隔万里之遥的不同大学工作,他们的合作是通过电子邮件和在自我研究会议上的对话展开的,通过合作研究,他们彼此成了相互信任的朋友。Kosnik, C., Samaris, A. P.,& Freese, A.R. (2006). Beginning with Trusted Friends:Venturing out to Work Collaboratively in our Institutions. Proceedings of the Sixth Aannual International Conference on Self-Study of Teacher Eeducation Ppractices. Herstmonceux Castle. East Sussex. U.K.. July 2006. pp.152-156.
2 比如来自香港教育学院的Rosa T. Chiu-Ching and Esther Yim-mei Chan两位教师教育者开展的是叙事型自我研究。她们主要受加拿大学者康纳利、兜兰迪宁等学者的叙事探究思想的影响。参见Rosa T. Chiu-Ching and Esther Yim-mei Chan. (2009). Teaching and Learning through Narrative Inquiry. In Fitzgerald, L., Heston, M., Tidwell, D. (2009). Research Methods for the Self-study of Practice. Dordrecht:Springer Netherlands. pp.17-33.
3 Wilcox, S., Watson. J.& Paterson, M. (2004). Self-Study in Professional Practice. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers. p.307.
1 叶澜.教师角色与教师发展新探[M].北京：教育科学出版社.2004：3.
1 Hamilton, M., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London:Falmer Press. p.228.
2 Cochran-Smith, M.,& Lytle, S. L. (2004). Practitioner Inquiry, Knowledge, and University Culture. In Loughran, J. J., et al (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers, p.637.
1 详见Koster. B., Dengerink. J. J. (2008). Professional Standards for Teacher Educators:How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands. European Journal of Teacher Education,31(2):135-149.
2 Murray. J. (2008). Towards the Re-articulation of the Work of Teacher Educators in Higher Education Institutions in England. European Journal of Teacher Education,31(1):25.
3 SPR于2000年开发,包含以下七个程序：(1)利用标准评分表来分析自身的优势与不足：(2)与同行教师分享自己的成果：(3)收集来自其他教师教育工作者和学生的反馈评价(不少于30名学生、5名教师教育工作者);(4)制定专业发展目标和计划；(5)与两位同行评审一起讨论制定的专业发展目标和计划；(6)创建成长记录袋,通过成长记录袋来收集教师教育工作者的工作和发展情况：(7)与同行评审一起对教师教育工作者进行总结性评价。详见李玲,邓晓君.荷兰教师教育工作者专业标准研究[J].西南大学学报(社会科学版).2010(01)：67-70.
4 Smith. K. (2005). Teacher Educators'Expertise:What Do Novice Teachers and Teacher Educators Say?. Teaching and Teacher Education,21 (2):177-192.
1 石中英.缄默知识与教学改革[J].北京师范大学学报(人文社会科学版),2001(03)：101-108.
1 叶澜等著.教师角色与教师发展新探[M].教育科学出版社.2001：3.
2 申玉亮.教学反思与行动研究：教师发展之路[M].北京：北京师范大学出版社,2006：48.
3 马斯洛在研究自我实现的人时,将这种人“感受到处于最佳状态的时刻,感到敬畏、强烈的幸福、狂喜、完美或欣慰的时刻而体验到的犹如站在“高山之巅”的感觉称之为“高峰体验”。它是一种个体以前从未体验过的兴奋与欢愉,虽 然短暂,但尤为深刻。
1 钱丽君.关注教师的生命自觉[J].中小学心理健康教育,2006(1).
2 周赞梅,专家教师研究[M].北京：知识产权出版社,2006：97.
1 Crowe A. R. (2010). Advancing Social Studies Education through Self-Study Methodology:The Power. Promise and Use of Self-Study in Social Studies Education. New York:Springer.
2 Fitzgerald L. Heston M. Tidwell D. (2009). Research Methods for the Self-study of Practice. Dordrecht:Springer Netherlands.
3 Pinnegar S. Hamilton M L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory. Methodology, and Practice. Dordrecht, New York:Springer Netherlands.
4 Schulte A K. (2009). Seeking Integrity in Teacher Education. New York:Springer Netherlands.
5 Brandenburg R. (2008). Powerful Pedagogy:Self-Study of a Teacher Educator's Practice. Germany:Springer Netherlands.
6 Brandenburg R. (2008). Powerful Pedagogy:Self-Study of a Teacher Educator's Practice. Germany:Springer Netherlands, ix.
7 Berry A. (2008). Tensions in Teaching about Teaching:Understanding Practice as a Teacher Educator. Dordrecht:Springer.
8 Darling L F. Erickson G. Clarke A. (2007). Collective Improvisation in A Teacher Education Community. Dordrecht:Springer Netherlands.
9 Aubusson P, Schuck S. (2006). Teacher Learning and Development:The Mirror Maze. Dordrecht:Springer Netherlands.
10 Kosnik C, Beck C, Freese A, et al. (2005).Making A Difference Teacher Education Through Self-Study. Dordrecht:Springer Netherlands.
11 Hoban G. (2005). The Missing Links in Teacher Education Design. Dordrecht:Springer Netherlands.
[1]赵汀阳.论可能生活：一种关于幸福和公正的理论[M].北京市：中国人民大学出版社,2010.
[2]李白鹤.默会维度上认识理想的重建：波兰尼默会认识论研究[M].北京：中国社会科学出版社,2009.
[3][美]琳达·哈蒙德.有力的教师教育：来自杰出项目的经验[M],鞠玉翠等译.上海：华东师范大学出版社,2009.
[4]林逢祺.教师不可不知的哲学[M].上海：华东师范大学出版社,2009.
[5][美]诺曼·K·邓金.解释互动论(第2版)[M].周勇译.重庆：重庆大学出版社.2009.
[6]尼古拉斯·M·米凯利,戴维·李·凯泽.为了民主和社会公正的教师教育[M],任友群,杨蓓玉,刘润英等译.上海：华东师范大学出版社,2009.
[7]朱旭东,胡艳主编.中国教育改革30年：教师教育卷[M].北京：北京师范大学出版社,2009.
[8]周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京师范大学出版社,2009.
[9]李琼.教师专业发展的知识基础：教学专长研究(京师教师教育论从)[M].2009.
[10]李进主编.我的教师教育观：当代师范生之愿景[M].北京：北京大学出版社,2009.
[11]李进主编.教师教育与教育领导[M].北京：北京大学出版社,2009.
[12]何菊玲著.教师教育范式研究[M].北京：教育科学出版社,2009.
[13]董建稳,肖自明编著.基础教育课程改革导论[M].西安：陕西师范大学出版社,2009.
[14]李进.教师教育概论[M].北京大学出版社,2009.
[15]叶澜.“新基础教育”成型性研究报告集[C].桂林：广西师范大学出版社,2009.
[16]杨国枢、陆洛.中国人的自我：心理学的分析[M].重庆：重庆大学出版社.2009.
[17]周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京师范大学出版社,2009.
[18]梅新林.聚焦中国教师教育[M].北京：中国社会科学出版社,2008.
[19][加]D·简·克兰迪宁,[加]F·迈克尔·康纳利.叙事探究：质的研究中的经验和故事[M],张园译.北京：北京大学出版社,2008.
[20]梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008.
[21][美]克里斯·阿吉里斯,唐纳德·A·舍恩著,邢清清等译.实践理论：提高专业效能[M].北京：教育科学出版社,2008.
[22][关]唐纳德·A-舍恩著,郝彩虹等泽.培养反思的实践者：专业领域中关于教与学的一项全新设计[M]. 北京：教育科出版社,2008.
[23 ]丁钢.声音与经验[M].北京：教育科学出版社,2008.
[24][美]罗伯特·波格丹,[美]萨莉·诺普·比克伦.教育研究方法[M](第四版),钟周等译.北京:中国人民大学出版社,2008.
[25]张艳辉.课程与教学视野中的大学教师研究[M].北京：中国社会科学出版社,2008.
[26]堪启标.教师教育大学化的国际比较研究[M]福州：福建教育出版社,2008.
[27][美]迈尔斯,[美]休伯曼,质性资料的分析：方法与实践[M],张芬芬译.重庆：重庆大学出版社,2008.
[28][美]珍妮特·米勒.打破沉默之声：女性、自传与课程著[M],工红宇,吴梅译.北京：教育科学出版社,2008.
[29]李喆.地方高等师范院校的转型与发展[M].北京：中国社会科学出版社,2008.
[30]黄荣怀,郑兰琴著.隐性知识论[M].长沙市：湖南师范大学出版社,2007.
[31][英]安迪·哈格里夫斯.知识社会中的教学[M].上海：华东师范大学出版社,2007
[32]洪明.教师教育的理论与实践[M].福州：福建教育出版社,2007.
[33]邓友超.教师实践智慧及其养成[M].北京：教育科学出版社,2007
[34]李学农.教师入职指南[M].北京：高等教育出版社,2007.
[35][美]诺曼·K·邓津,[美]伊冯娜·S·林肯.定性研究：策略与艺术[M],风笑天等泽.重庆：重庆大学出版社,2007.
[36][英]艾弗·F·古德森.专业知识与教师职业生涯[M],刘丽丽译.北京：北京师范大学出版社,2007.
[37](美)唐纳德·舍恩,夏林清译.反映的实践者：专业工作者如何在行动中思考[M].北京：教育科学出版社,2007.
[38]石中英.教育哲学[M].北京：北京师范大学出版社,2007.
[39][美]诺曼·K·邓津,[美]伊冯娜·S·林肯.定性研究：方法论基础[M],风笑天等译.重庆：重庆大学出版社,2007
[40][美]朱迪思·H·舒尔曼.教师教育中的案例教学法[M],邹庭瑾主译.上海：华东师范大学出版社,2007.
[41]周赞梅,专家教师研究[M].北京：知识产权出版社,2006.
[42]何齐宗,胡青,胡平凡主编.高师教育改革与教师发展[M].北京:中国社会科学出版社,2006.
[43]成伯清.走出现代性：当代西方社会学理论的重新定向[M].北京：社会科学文献出版社,2006.
[44]叶澜.新基础教育论——关于当代中国学校变革的探究与认识[M].北京：教育科学出版社,2006.
[45]中玉亮.教学反思与行动研究[M].北京：北京师范大学出版社,2006.
[46]石鸥.教学病理学基础[M].济南：山东人民出版社,2006.
[47]徐辉主编.教师教育研究与评论.第1辑[M].杭州：浙江大学出版社,2006
[48]崔运武主编.中国师范教育史[M].太原：山西教育出版社,2006.
[49][美]埃伦·康德利夫·拉格曼.一门捉摸不定的科学：困扰不断的教育研究的历史[M].花海燕等译.北京：教育科学出版社,2006.
[50][瑞典]胡森等.教育大百科全书(第9卷)教育研究方法[K].张斌贤等译.重庆：西南师范大学出版社：海口市：海南出版社,2006.
[51][美]Marian M.Mohr等.研究型教师与学校发展：美国教师研究纪实[M].方彤,罗曼佳译.北京：中国轻工业出版社,2006.
[52][古希腊]亚里十多德.尼各马可伦理学[M],廖中自译著.北京：商务印书馆,2006.
[53][英]Elizabeth Holmes.教师的幸福感：关注教师的身心健康及职业发展[M],闫慧敏译,北京：中国轻工业出版社,2006.
[54][美]杜威..我们怎样思维经验与教育[M],姜文闵泽.北京：人民教育出版社,2005.
[55][关]帕克·帕尔默.教学的勇气：漫步教师心灵[M],吴国珍等译,上海：华东师范大学,2005.
[56]阮成武.主体性教师学[M].合肥：安徽大学出版社,2005.
[57]C·赖特·米尔斯.社会学的想象力 (第二版),陈强,张水强译.北京：生活·读书·新知三联书店,2005.
[58][英]詹姆斯·麦克南.课程行动研究[M].朱细文等译.北京：北京师范大学出版社,2004.
[59]顾明远,檀传宗主编.中国教育发展报告：变革中的教师与教师教育[M].北京：北京师范大学出版社,2004.
[60]叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2004.
[61][美]约翰·杜威.确定性的寻求[M],傅统先译.上海：上海人民出版社,2004.
[62][美]阿伦·C·奥恩斯坦,[美]琳达·s·贝阿尔—霍伦斯坦,[美]爱德华·F·帕荣克.当代课程问题(第三版),余强主译.杭州：浙江教育出版社,2004.
[63][美]乔纳森·布朗.自我[M],陈浩莺等译.北京：人民邮电出版社,2004.
[64]陈桂生.到中小学去研究教育[M].上海：华东师范大学出版社,2003.
[65]梁忠义主编.教师专业化视野下的美英日韩四国教师教育的改革与发展[M].长春：东北师范大学出版社,2003
[66]教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003.
[67][日]佐藤学.课程与教师[M],钟启泉译.北京：教育科学出版社,2003.
[68]马啸风.中国师范教育史[M].北京：首都师范大学出版社,2003.
[69]范良火.教师教学知识发展研究.上海：华东师范大学出版社,2003.
[70][美]威廉·派纳等.理解课程[M],张华等译.北京：教育科学出版社,2003.
[71][加]马克斯·范梅南.生活体验研究：人文科学视野中的教育学[M],宋广文等译.北京：教育科学出版社,2003.
[72]全国十二所重点师范大学.教育学基础[M].北京：教育科学出版社,2002.
[73][美]约翰·麦金太尔.教师角色[M],丁怡等译.北京：中国轻工业出版社,2002.
[74]李其龙、陈水明.教师教育课程的国际比较[M].教育科学出版社,2002.
[75][美]唐纳德·肯尼迪.学术的责任[M],阎凤桥等译.北京：新华出版社,2002.
[76]刘捷,谢维和.栅栏内外：中国高等师范教育百年省思[M].北京市：北京师范大学出版社.2002.
[77][美]Shirley R.Steinberg & Joe L. Kincheloe,易进译.学生作为研究者：创建有意义的课堂[M].北京市：中国轻工业出版社,2002.
[78]中华人民共和国教育部发展规划司.中国教育统计年鉴[Z].北京：人民教育出版社,2002.
[79]张能为.理解的实践：伽达默尔实践哲学研究[M].北京市：人民出版社,2002.
[80]洪汉鼎.诠释学——它的历史和当代发展[M].北京：人民出版社,2001.
[81]石中英著.知识转型与教育改革[M].北京：教育科学出版社,2001
[82][加]马克斯·范梅南.教学机智：教育智慧的意蕴[M],李树英译.北京：教育科学出版社,2001.
[83][加]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院编译.变革的力量：透视教育改革[M].北京：教育科学出版社,2000.
[84][美]小威廉姆E.多尔.后现代课程观[M],工红宇译.北京：教育科学出版社,2000.
[85][英]迈克尔·波兰尼.个人知识：迈向后批判哲学[M],许泽民译.贵阳：贵州人民出版社,2000.
[86]陈向明.质的研究方法与社会科学研究[M].北京：教育科学出版社,2000.
[87]梁忠义,罗正华分卷主编.教师教育[M].长春市：吉林教育出版社,2000.
[88]张维仪主编.教师教育：改革与发展热点问题透视[M].南京：南京师范大学出版社,2000.
[89]熊川武.反思性教学[M].上海：华东师范大学出版社,1999.
[90]陈永明主编.国际师范教育改革比较研究[M].北京：人民教育出版社,1999.
[91]中国陶行知研究会等.爱满天下：陶行知名言警语[M].北京：同心出版社,1999.
[92][美]A·马赛勒等.文化与自我——东西方人的透视[M].杭州：浙汀人民出版社.1988.
[93]饶见维.教师专业发展——理论与务实[M].五南图书出版社,1996.
[94]冯友兰.中国哲学简史[M].北京：：北京大学出版社,1996.
[95]联合国教科文组织总部中文科译.教育——财富蕴藏其中[M].北京：教育科学出版社,1996.
[96]张燕镜.师范教育学[M].福州：福建教育出版社,1995.
[97]刘英杰.中国教育大事典(1949-1990)(上)[K].杭州：浙江教育出版社,1993.
[98][美]杜威.民主主义与教育[M],工承绪译.北京：人民教育出版社,1990.
[99]余英时.中国思想传统的现代诠释[M].南京：江苏人民出版社,1989.
[100][德]恩斯特·卡西尔.人论[M],甘阳译.上海：上海译文出版社,1985.
[101]国家教育发展研究中心.发达国家教育改革的动向和趋势(第二集)[M].北京：人民教育出版社,1994.
[1]陈向明.范式探索：实践—反思的教育质性研究[J].北京大学教育评论.2010(04)：40-54+188.
[2]樊术晨.千万教师支撑世界最大规模基础教育[N].中国青年报,2010-07-14.
[3]李放放,蒋柯.国外高等教育教师教育者职业资质研究述评[J].武汉理工大学学报(社会科学版).2010(06)：913-917.
[4]李玲,扶斌.高师院校教师教育者师范性的追问[J].学园.2010(03)：80-84.
[5]李玲,邓晓君.荷兰教师教育工作者专业标准研究[J].西南大学学报(社会科学版).2010(01)：67-70.
[6]杨玉东.教师教育者应行走在理论与实践断层之间[N].中国教育报,2010-2-5(5).
[7]龙宝新.对当前我国教师教育中存在的“钟摆”倾向的反省[J].教师教育研究.2009(01)：1-5.
[8]张小菊.国外有关教师教育者特征及职业素质的研究[J].湖北师范学院学报(哲学社会科学版).2009(05)：116-118.
[9]冯晓艳,洪明.教师教育者团体在美国当前教育改革中的立场与观点——基于“美国教师教育院校协会”(AACTE)对NCLB的修正意见[J].教育与考试.2009(01)：84-89.
[10]杨秀玉.实践中的学习：教师教育实习理念探析[J].首都师范大学学报(社会科学版).2009(05)：57-61.
[11]李政云.美国教师教育优秀项目比较分析与启示[J].湖南师范大学教育科学学报.2009(01)：68-73.
[12]吉恩·克兰迪宁,鞠玉翠.知识与课程开发：教师教育的新图景[J].教育研究.2009(04)：48-54.
[13]孙自挥,高晓芙,朱海英,等.教师教育者的学科教学知识研究[J].中国教师.2009(03)：39-41.
[14]孙传远.教师教育学学科身份判断[J].现代教育论丛.2009(01)：71-75.
[15]管培俊.我国教师教育改革开放三十年的历程、成就与基本经验[J].中国高教研究.2009(02)：3-11.
[16]陈永明,王健.“教师教育学”学科建立之思考[J].教育研究.2009(01)：53-59.
[17]许爱红.促进教师发展的评价体系的构建——以年终考核为例[J].教育科学研究.2009(03)：43-46.
[18]王少非.教育评价范式转换中的教师评价素养框架[J].教师教育研究.2009(02)：65-69.
[19]王艳玲.教师应该具备哪些知识——近20年来美国教学“知识基础”研究述评[J].外国中小学教育2009(08)：7-11.
[20]李树军.教师课程理解：现实问题与应然取向[J].教育发展研究.2009(12)：68-70.
[21]陈振华.教师研究与教育知识的发展[J].教育科学.2009(04)：49-53.
[22]叶澜.留在生命深处的历史印痕——中华人民共和国教育60年琐忆杂谈[J].人民教育.2009(18)：10-12.
[23]王立科.我国教师教育政策发展三十年回顾与展望[J].国家教育行政学院学报.2009(01)：30-35.
[24]付八军.从师范院校到综合院校的教师教育[J].黑龙江高教研究.2009(02)：67-69.
[25]王娟.师范教育研究30年——从师范教育到教师教育[J].当代教育与文化.2009(05)：44-50.
[26]刘良华.教师应具备哪些课程智慧?[J].福建论坛(社科教育版).2009(05)：18-21.
[27]贺祖斌.地方师范院校教师教育在转型中的困惑和对策[J].教师教育研究.2009(05)：61-65+69.
[28]张光陆.教师理解与教师实践智慧的生成[J].教师教育研究.2009(04)：22-26.
[29]周成海.教师的教学专业成长历程：一项自我研究[J].教师教育研究.2009(04)：44-48.
[30]李学农.论教师教育者[J].当代教师教育.2008(01)：47-50.
[31]冯婉桢.教学机智的生成与教师职后教育的教学改进[J].江苏教育研究.2008(13)：48-51.
[32]周钧,李小薇.关于高质量教师教育的阐释——评《有效教师教育》[J].高等教育研究.2008(01)：105-109.
[33]姜勇,涂阳慧.巴基斯坦“骨干教师”项目改革述评[J].外国中小学教育.2008(01)：53-57.
[34]王红艳,陈向明.新教师的定位问题：自我、学科与学生[J].当代教育科学.2008(09)：27-29.
[35]昌晓莉.教学学术：高校提升教学质量的突破口[J].中国教师.2008(21)：25-28.
[36]冯喜英.高等师范院校学生问题意识状况的调查与思考[J].教学研究.2008(02)：122-125.
[37]王鉴,李泽林.教师研究课堂：意义、路径和模式[J].教育研究.2008(09)：87-92.
[38]姜勇,庞丽娟.论教师教育课程的精神关注：文化·伦理·智慧[J].教育科学.2008(03)：75-78.
[39]冯大鸣.美国、英国、澳大利亚教师专业发展研究新进展[J].教育研究.2008(05)：93-99.
[40]周钧,朱旭东.我国教师教育专业设置研究[J].教师教育研究.2008(03)：22-27.
[41]李茂森.教师“身份认同”的理性思考[J].全球教育展望.2008(07)：34-37.
[42]尹弘飚,操太圣.课程改革中教师的身份认同——制度变迁与自我重构[J].教育发展研究.2008(02)：35-40.
[43]张景焕,王晓玲,常淑敏等.师范生心理素质的结构及特征[J].心理学探新.2008(01)：88-91.
[44]陈振隆,谌启标.美国教师教育质量认证组织(TEAC)及其影响述评[J].外国中小学教育.2008(09)：18-23.
[45]尼克·温鲁普,简·范德瑞尔,鲍琳·梅尔.教师知识和教学的知识基础[J].北京大学教育评论.2008(01)：21-38+188.
[46]李政涛.我们时代的教育学教育——以教师的教育学教育为例[J].高等教育研究.2008(02)：35-39.
[47]李政涛.心在哪,智慧就在哪——教师的生命体验、教育体验与智慧体验[J].人民教育.2008(23)：16.
[48]杨秀玉,孙启林.教师的教师：西方的教师教育者研究[J].外国教育研究.2007(10)：6-11.
[49]杨天平.加强教师教育学科建设的几点思考[N].光明日报,2007-3-15.
[50]徐佳,吴刚平.教师教育课程资源建设的问题与策略[J].高等教育研究.2007(09)：49-53.
[51]刘嫚.大学教师的角色[J].理工高教研究.2007(05)：17-19.
[52]张家.教师教育如何在师范院校的变动中加强[J].大学教育科学.2007(03)：108-112.
[53]俞吾金.如何理解“问题意识”[N].长江口报,2007-6-28(12).
[54]周钧,朱旭东.我国教师教育学位制度研究[J].学位与研究生教育.2007(05)：28-31.
[55]朱旭东,周钧.论我国教师教育学科制度建设——教师教育大学化的必然选择[J].教师教育研究.2007(1)：6-11.
[56]李学农.教师专业化实践的困境与教师教育学科理论的生长[J].教育理论与实践.2007(07)：33-36.
[57]杨跃.关于教师教育学科权建的理性思考[J].教师教育研究,2007(01)：1-5.
[58]蔡永红.新教学观与教师评价[J].北京师范大学学报(社会科学版).2007(01)：47-51.
[59]黎琼锋,李辉,邓玉荣.高校教师评价：实践与构想[J].现代教育科学(高教研究).2007(05)：106-109.
[60]杨清.教师同行评价的文化分析[J].江西教育科研.2007(04)：49-51.
[61]李学农.教师专业化实践的困境与教师教育学科理论的生长[J].教育理论与实践.2007(07)：33-36.
[62]朱宁波,张丽.国内外教师实践性知识研究述评[J].辽宁师范大学学报(社会科学版)2007(03)：66-68.
[63]陈林,蔡伟仁.从美国教师专业化看我国教师教育管理体制改革的出路[J].高校教育管理.2007(03)：54-58.
[64]朱金兰.美国职业技术教师教育者的特征[J].比较教育研究.2006(11)：75-79.
[65]贾朝东,朱金兰.中美职教教师培养者的共性与个性[J].职业技术教育.2006(24)：56-59.
[66]武云斐.试析反思型教师的思维品质[J].中小学教师培训.2006(10)：6-8.
[67]中继亮,张彩云.教师反思性对话的实践模式[J].教师教育研究.2006(04)：30-34.
[68]顾明远.我国教师教育改革的反思[J].教师教育研究.2006(06)：3-6.
[69]钱丽君.关注教师的生命自觉[J].中小学心理健康教育,2006(01).
[70]郭警修.教师教育大学化的政策变革与质量保证[J].福建师范大学学报(哲学社会科学版).2006(05)：148-151.
[71]孙丽.自我概念的研究概述及发展趋势探讨[J].社会心理科学.2005(03)：45-49.
[72]朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究.2005(01)：3-9.
[73]李学农.师范大学综合化与教师教育专业化[J].江苏高教.2005(02)：76-78.
[74]郄海霞.美国教师教育大学化的路径、理念及启示[J].现代教育论从.2005(03)：47-54.
[75]王端庆.教师教育改革的新视野[J].辽宁教育研究.2005(04)：8-10.
[76]刘慧阳.论教师教育转型期综合性大学与师范大学的竞争与合作[J].湖南师范大学教育科学学报.2005(03)：34-36.
[77]周钧.技术理性与反思性实践：美国两种教师教育观之比较[J].教师教育研究.2005(06)：78-82+73.
[78]赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践.2004,(17)：33-36.
[79]朱旭东.如何理解教师教育大学化[J].比较教育研究.2004(01)：1-7.
[80]陶家俊.身份认同导论[J].外国文学.2004(02)：37-44.
[81]郄海霞.西方“教师教育大学化”研究述评[J].外国教育研究.2004(02)：41-47.
[82]石鸥.一个时代正在结束——试论独立建制的师范院校的终结[J].高等师范教育研究.2003(05)：19-24.
[83]操太圣,卢乃桂.抗拒与合作：课程改革情境下的教师改变[J].课程.教材.教法.2003(01)：71-75.
[84]陈幺元.从教师专业化之趋势反思高师教育的师范性[J].黑龙江高教研究,2003(4).
[85]洪成文.师范教育教师的专业化标准：荷兰的案例[J].高等师范教育研究.2003(03)：70-74+42.
[86]顾明远.师范教育的传统与变迁[J].高等师范教育研究.2003(03)：1-6.
[87]郄海霞.20世纪90年代以来我国学者对国外教师教育研究综述[J].比较教育研究.2003(01)：76-82.
[88]余桂红.论师生关系的疏离与大学生主体性[J].云南教育,2003(06).
[89]詹启生,乐国安.百年来自我研究的历史回顾及示来发展趋势[J].南开学报(哲学社会科学版).2002(05)：27-33.
[90]朱旭东.应当实施教师教育大学化战略[J].中国高等教育.2002(19)：18-19.
[91]黄葳.教师教育专业化与教师教育课程改革[J].课程教材教法.2002(01)：64-67.
[92]张贵新.对教师专业化的理念、现实与未来的探讨[J].外国教育研究.2002(02)：50-55.
[93]张贵新,饶从满.反思型教师教育的模式述评[J].东北师大学报.2002(01)：103-108.
[94]张秀阁,吴江.中国教师教育：理念·模式·目标·结构[J].现代教育科学.2002(11)：27-29.
[95]石中英.缄默知识与教学改革[J].北京师范大学学报(人文社会科学版),2001(03)：101-108.
[96]朱旭东.国外教师教育的专业化和认可制度[J].比较教育研究.2001(03)：6-12.
[97]袁振国.问题与答案 哪一个更重要?——新世纪基础教育改革的微观思考之一[J].人民教育.2001(04)：7-9.
[98]卢东亮,罗清旭.师范生心理综合素质调查报告[J].五邑大学学报(社会科学版).2000(02)：84-87.
[99]陆瑕.教师排斥改革怎么办?——发展中国家教改的一个两难问题[J].中小学管理.1999(10)：33-35.
[100]呼中陶,刘捷.建国50年高校教师队伍建设的回顾与思考[J].北京师范大学学报,1999(06)：53-58.
[101]胡德海.论教育和自我教育[J].华东师范大学学报(教育科学版).1998(04)：17-24.
[102]高慎英.教师成为研究者——教师专业化问题探讨[J].教育理论与实践.1998(03)：32-35.
[103]叶澜.让课堂焕发出生命活力——论中小学教学改革的深化[J].教育研究.1997(09)：3-8.
[104]F·迈克尔·康内利,D·琼·柯兰迪宁,何敏芳等.专业知识场景中的教师个人实践知识[J].华东师范大学学报(教育科学版).1996(02)：5-16.
[105]叶澜.世纪之交中国学校教育文化使命之思考[J].天津市教科院学报.1996(05)：1-7.
[106]钱民辉.论教师与教育变革的关系[J].教育理论与实践.1996(06)：16-21.
[107]米洪发.高师院校的办学方向应紧紧围绕“师范性”[J].山东师范大学学报(社会科学版),1996(03)：64-66.
[1]吴振利.美国大学教师教学发展研究[D].东北师范大学,2010.
[2]陈金凤.当代大学教师学术人格探论[D].西南大学,2010.
[3]孙宽宁.教师课程理解中的自我关怀[D].山东师范大学,2009.
[4]刘静焱.“自我研究”——教师教育者的发展方式研究[D].东北师范大学,2009.
[5]缴润凯.师范生教师职业成熟度研究[D].东北师范大学,2009.
[6]陈静静.教师实践性知识及其生成机制研究[D].华东师范大学,2009.
[7]朱桂琴.教师的实践性格[D].华中师范大学,2009.
[8]鲍同梅.教师自主：一种审视教师发展的视角[D].华东师范大学,2008.
[9]张宝歌.教师教育转型期地方高师院校师范性问题研究[D].东北师范大学,2008.
[10]杨慧囡.教师自我教育研究[D].山东师范大学,2008.
[11]赵虹元.基础教育教师课程权力研究[D].西南大学,2008.
[12工艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学,2008.
[13]鲍道宏.教师课程理解初探[D].华东师范大学,2008.
[14]谭辉旭.实践课程论研究[D].西南大学,2008.
[15]罗瑞.专家型教师自主发展的研究[D].吉林大学,2007.
[16]吴卫东.教师个人知识研究[D].华东师范大学,2007.
[17]罗儒国.教师教学生活研究[D].西北师范大学,2007.
[18]工春光.反思型教师教育研究[D].东北师范大学,2007.
[19]陈雨亭.教师研究中的自传研究方法：对威廉·派纳“存在体验课程”的研究[D].华东师范大学,2006.
[20]周福盛.教师个体知识的构成及发展研究[D].西北师范大学,2006.
[21]姜美玲.教师实践性知识研究[D].华东师范大学,2006.
[22]刘冬岩.实践智慧：一种可能的教学价值[D].南京师范大学,2006.
[23]程亮.教育学的“实践”关怀[D].华东师范大学,2006.
[24]林德全.论教育叙事[D].华东师范大学,2005.
[25]岳欣云.教师研究的反思与再探究[D].华东师范大学,2005.
[26]鞠玉翠.教师个人实践理论的叙事探究[D].华东师范大学,2003.
[27]陈振华.论教师成为教育知识的建构者[D].华东师范大学,2003.
[28]金美福.教师自上发展论[D].东北师范大学,2003.
[29]刘良华.行动研究的史与思[D].华东师范大学,2001.
[30]郭良菁.迈向养成自主探究与反思的实践者的教师教育[D].华东师范大学,1999.
[31]龙斌.人的自我论[D].中国人民大学,1998.
[1]Crowe, A. R. (2010). Advancing Social Studies Education through Self-Study Methodology:The Power, Promise and Use of Self-Study in Social Studies Education. New York:Springer.
[2]Bates. T., et al. (2010) The Professional Development of Teacher Educators. London:Routledge.
[3]Lyons, N. (2010). Handbook of Reflection and Reflective Practice:Mapping a Way of Knowing for Professional Reflective Inquiry. New York:Springer.
[4]Fitzgerald, L., Heston, M., Tidwell, D. (2009). Research Methods for the Self-study of Practice. Dordrecht: Springer Netherlands.
[5]Pinnegar, S., Hamilton, M. L. (2009). Self-study of Practice as a Genre of Qualitative Research Theory, Methodology, and Practice. Dordrecht, New York:Springer Netherlands.
[6]Schulte, A. K. (2009). Seeking Integrity in Teacher Education. New York:Springer Netherlands.
[7]Lassonde, C. A., Galman, S., Kosnik, C. (2009). Self-Study Research Methodologies for Teacher Educators. Rotterdam:Sense Publishers.
[8]Swennen, A, van der Klink, M. R. (2009). Becoming a Teacher Educator:Theory and Practice for Teacher Educators. Dordrecht:Springer.
[9]Townsend, T., Bates, R. (2009). Handbook of Teacher Education:Globalization, Standards and Professionalism in Times of Change. Dordrecht:Springer Netherlands.
[10]Brandenburg, R. (2008). Powerful Pedagogy:Self-Study of a Teacher Educator's Practice. Germany: Springer Netherlands.
[11]Marilyn Cochran-Smith, Sharon Feiman-Nemser, Kelly E. Demers, et al. (2008). Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts (3rd edition). London:Routledge.
[12]Berry, A. (2008). Tensions in Teaching about Teaching:Understanding Practice as a Teacher Educator. Dordrecht:Springer.
[13]Klecka, C. L., Odell, S. J., Houston, W. R., et al. (2008). Visions for Teacher Educators:Perspectives on the Association of Teacher Educators'Standards. Rowman & Littlefield Education.
[14]Darling, L. F., Erickson, G., Clarke, A. (2007). Collective Improvisation in a Teacher Education Community. Dordrecht:Springer Netherlands.
[15]Loughran J. J. (2007). Developing Reflective Practice:Learning about Teaching and Learning through Modelling. London:Washington, D.C.:Taylor & Francis,.
[16]The Holmes Partnership. (2007). The Holmes Partnership Trilogy:Tomorrow's Teachers, Tomorrow's Schools, Tomorrow's Schools of Education. New York:Peter Lang Publishing.
[17]Gordon, M., O'Brien, T. V. (2007). Bridging Theory and Practice in Teacher Education. Rotterdam/Taipei: Sense Publishers.
[18]Aubusson, P., Schuck, S. (2006). Teacher Learning and Development:The Mirror Maze. Dordrecht:Springer Netherlands.
[19]Loughran, J. J. (2006). Developing a Pedagogy of Teacher Education:Understanding Teaching and Learning about Teaching. London; New York:Routledge.
[20]Samaras, A. P., Freese, A. R. (2006). Self-study of Teaching Practices Primer. New York:P. Lang.
[21]Kosnik, C.. Beck, C., Freese. A., et al. (2005). Making a Difference Teacher Education Through Self-Study. Dordrecht:Springer Netherlands.
[22]Levine, A. The Education Schools Project Educating School Leaders (Published in March 2005); Educating School Teachers (Published in September 2006); Educating Scholars and Researchers (Published in May 2007). Washington, DC:Education Schools Project.2005.
[23]Hoban, G. (2005). The Missing Links in Teacher Education Design. Dordrecht:Springer Netherlands.
[24]Mitchell, C., O'Reilly-Scanlon, K., Weber, S. (2005). Just Who Do We Think We Are?:Methodologies for Self-study in Education. London:Routledge Falmer,.
[25]Loughran, J. J. et al. (Eds.). (2004). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht/Boston/London:Kluwer Academic Publishers.
[26]Stern, D. N. (2004). The Present Moment in Psychotherapy and Everyday Life. New York:W. W. Norton & Company.
[27]Britzman, D. P. (2003). Practice Makes Practice:A Critical Study of Learning to Teach. Albany, New York: State University of New York Press.
[28]Loughran, J. J., et al. (2002). Improving Teacher Education Practice through Self-study. London; New York: Routledge Falmer.
[29]Korthagen, F. (2001). Linking Practice and Theory:the Pedagogy of Realistic Teacher Education. Mahwah, New Jersey:Lawrence Erlbaum Associates.
[30]Churukian, G. A., Lock, C. (2000). International Narratives on Becoming a Teacher Educator:Pathways to a Profession. New York:Edwin Mellen Press.
[31]Connelly, F. M.& Clandinin, D. J. (1999). Shaping a Professional Identity:Stories of Educational Practice. New York:Teachers College Press.
[32]Roth, R. A. (1998). The Role of the University in the Preparation of Teachers. London:Routledge.
[33]Hamilton, M., et al. (1998). Reconceptualizing Teaching Practice:Self-study in Teacher Education. London: Falmer Press.
[34]Russell, T., Loughran, J. J. (1997). Teaching about Teaching:Purpose, Passion, and Pedagogy in Teacher Education. London:Falmer Press.
[35]Calderhead, J., Shorrock, S. B. (1997). Understanding Teacher Education:Case Studies in the Professional Development of Beginning Teachers. London; Washington, D.C.:Falmer Press.
[36]Gadotti, M, Ebrary, I. (1996). Pedagogy of Praxis:A Dialectical Philosophy of Education. Albany:State University of New York Press.
[37]Thomas, J. B., et al. (1996). Handbook of Research on Teacher Education:A Project of the Association of Teacher Educators (2nd edition). New York:Macmillan Pub Co.
[38]Murray, F. B. (1995). The Teacher Educator's Handbook:Building a Knowledge Base for the Preparation of Teachers (1st edition). San Francisco, CA:Jossey-Bass.
[39]Russell. T, Korthagen, F. (1995). Teachers Who Teach Teachers:Reflections on Teacher Education. London: Falmer Press.
[40]Hollingsworth, S.& Sockett, H. (1994). Teacher Research and Educational Reform:Ninety-third Yearbook of the National Society for the Study of Education, Part I. Chicago, Illinois:The University of Chicago Press.
[41]Calderhead, J., Gates, P. (1993). Conceptualizing Reflection in Teacher Development. London:Falmer Press.
[42]Ducharme, E. R.. (1993). The Lives of Teacher Educators:In Their Own Worlds. New York:Teachers College Press.
[43]Valli, L. (1992). Reflective Teacher Education:Cases and Critiques. Albany, N.Y.:State University of New York Press.
[44]Leavitt, H. B. (1992). Issues and Problems in Teacher Education:An International Handbook. New York: Greenwood Press.
[45]Tabachnick, B. R., Zeichner, K. M. (1991). Issues and Practices in inquiry-oriented Teacher Education. London; New York:Falmer.
[46]Houston, W. R., et al. (1990). Handbook of Research on Teacher Education:A Project of the Association of Teacher Educators. New York:Macmillan Publishing Company.
[47]Grimmett, P. P., Erickson, G. L. (1988). Reflection in Teacher Education. Vancouver. B.C.; New York: Pacific Education Press; Teachers College Press.
[48]Katz, L. G., Raths, J. D. (1984). Advances in Teacher Education, Volume I. New York:Ablex Publishing.
[49]Schwab, J. J. (1978). Science, Curriculum, and Liberal Education:Selected Essays, ed. Ian Westbury & Neil J. Wilkof. Chicago:University Of Chicago Press.
[1]Grierson A, Tessaro M L, Cantalini-Williams M, et al. (2010). Exploring the Tensions of Teacher Education through Collaborative Self-study. Presented at the Annual Meeting of the American Educational Research Association (Denver, Colorado, April 30-May 4,2010).
[2]Zeichner, K. (2010). Rethinking the Connections between Campus Courses and Field Experiences in College-and University-Based Teacher Education University-Based Teacher Education. Journal of Teacher Education, 61(1-2):89-99.
[3]van Velzen C, van der Klink M, Swennen A, et al. (2010). The Induction and Needs of Beginning Teacher Educators. Professional Development in Education,36(1-2):61-75.
[4]Mckeon, F., Harrison, J. (2010). Developing Pedagogical Practice and Professional Identities of Beginning Teacher Educators. Professional Development in Education,36 (1-2):25-44.
[5]Chetty, R., Lubben, F. (2010). The Scholarship of Research in Teacher Education in a Higher Education Institution in Transition:Issues of Identity. Teaching and Teacher Education,26(4):813-820.
[6]Lunenberg, M., Zwart, R., Korthagen, F. (2010). Critical Issues in Supporting Self-Study. Teaching and Teacher Education,26(6):1280-1289.
[7]Berry, A. (2009). Professional Self-Understanding as Expertise in Teaching about Teaching. Teachers and Teaching:Theory and Practice,15 (2):305-318.
[8]Sandretto, S. (2009). Theoretical and Methodological Tensions in a Poststructural Collaborative Self-Study Research Project. Studying Teacher Education,5(1):89-101.
[9]Mcgee, A, Lawrence, A. (2009). Teacher Educators Inquiring into Their Own Practice. Professional Development in Education,35(1):139-157.
[10]Bullock, S. M. (2009). Learning to Think like a Teacher Educator:Making the Substantive and Syntactic Structures of Teaching Explicit through Self-Study. Teachers and Teaching:Theory and Practice,15(2): 291-304.
[11]McGee A, Lawrence, A. (2009).Teacher Educators Inquiring into Their Own Practice. Professional Development in Education,35(1):139-157.
[12]Timmerman, G. (2009). Teacher Educators Modelling Their Teachers? European Journal of Teacher Education,32(3):225-238.
[13]Bullock, S. M., Christou, T. (2009). Exploring the Radical Middle between Theory and Practice:A collaborative self-study of beginning teacher educators. Studying Teacher Education,5(1):75-88.
[14]Loughran, J. J. (2007). Researching Teacher Education Practices:Responding to the Challenges, Demands, and Expectations of Self-Study. Journal of Teacher Education,58(1):9.
[15]Pithouse, K., Mitchell, C., Weber, S. (2009). Self-study in Teaching and Teacher Development:a Call to Action. Educational Action Research,17(1):43-62.
[16]Freidus, H., Baker, C., Feldman, S., et al. (2009). Insights into Self-Guided Professional Development: Teachers and Teacher Educators Working Together. Studying Teacher Education,5(2):183-194.
[17]Craig, C. J. (2008). Joseph Schwab, Self-Study of Teaching and Teacher Education Practices Proponent? A Personal Perspective. Teaching and Teacher Education,24(8):1993-2001.
[18]Lunenberg, M.& Hamilton, M. L. (2008). Threading a Golden chain:An Attempt to Find Our Identities as Teacher Educators. Teacher Education Quarterly,35:185-202.
[19]Swennen, A., Volman, M., van Essen M. (2008). The Development of the Professional Identity of Two Teacher Educators in the Context of Dutch Teacher Education. European Journal of Teacher Education, 31(2):169-184
[20]Martinez, K. (2008). Academic Induction for Teacher Educators. Asia-Pacific Journal of Teacher Education, 36(1):35-51.
[21]Hamilton, M. L., Smith, L., Worthington, K. (2008). Fitting the Methodology with the Research:An Exploration of Narrative, Self-Study and Auto-Ethnography. Studying Teacher Education,4(1):12.
[22]Skerrett, A. (2008). Biography, Identity, and Inquiry:The Making of Teacher, Teacher Educator, and Researcher. Studying Teacher Education,4(2):143-156.
[23]Swennen, A., Lunenberg, M., Korthagen, F. (2008). Preach What You Teach! Teacher Educators and Congruent Teaching. Teachers and Teaching:Theory and Practice,14(5-6):531-542.
[24]Liston. D., Borko, H., Whitcomb, J. (2008). The Teacher Educator's Role in Enhancing Teacher Quality. Journal of Teacher Education,59:111-116.
[25]Murray. J. (2008). Teacher Educators'Induction into Higher Education:Work-Based Learning in the Micro Communities of Teacher Education. European Journal of Teacher Education.31(2):117-133.
[26]Koster, B., Dengerink, J. J. (2008). Professional Standards for Teacher Educators:How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands. European Journal of Teacher Education,31(2):135-149.
[27]Murray, J. (2008). Towards the Re-articulation of the Work of Teacher Educators in Higher Education Institutions in England. European Journal of Teacher Education,31(1):25.
[28]Zeichner, K. (2007). Accumulating Knowledge across Self-Studies in Teacher Education. Journal of Teacher Education,58:36-46.
[29]Hoban, G. F., Butler, S., Lesslie, L. Facilitating Self-Study of Professional Development:Researching the Dynamics of Teacher Learning[J]. Studying Teacher Education.2007,3(1):35-51.
[30]Latta, M. M., Buck, G. (2007). Professional Development Risks and Opportunities Embodied within Self-Study. Studying Teacher Education,3(2):189-205.
[31]Samaras, A. P., Adams-Legge M., Breslin, D., et al. (2007). Building a plane while flying it:reflections of teaching and learning self-study. Reflective Practice:International and Multidisciplinary Perspectives,8(4): 467-481.
[32]Larsen, M. A. (2007). Self-Study Research in a new school of education:moving between vulnerability and community. Studying Teacher Education,3 (2):173-187.
[33]Hiebert, J., Morris, A. K., Berk, D., et al. (2007). Preparing Teachers to Learn from Teaching. Journal of Teacher Education,58(1):47-61.
[34]Lunenberg, M., Korthagen, F., Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education,23(5):586-601.
[35]Russell, T. (2007). How Experience Changed my Values as a Teacher Educator. ISATT, Brock University. http://www.isatt.org/ISATT-papers/ISATT-papers/Russell_HowExperienceChangedmyValuesasaTeacherEdu cator.pdf.
[36]Russell, T., Loughran, J. (2007). Exploring the Disciplined Nature of Self-Study Research in Teacher Education. Studying Teacher Education,3(2):115-116.
[37]Loughran, J., Russell, T. (2007). Beginning to Understand Teaching as a Discipline. Studying Teacher Education,3(2):11.
[38]Loughran, J. (2007). Researching Teacher Education Practices:Responding to the Challenges, Demands, and Expectations of Self-Study. Journal of Teacher Education,58(1).12-20.
[39]Zeichner, K. (2006). Reflections of a University-Based Teacher Educator on the Future of College-and University-Based Teacher Education. Journal of Teacher Education,57:326-340.
[40]Yogev, S., Yogev, A. (2006). Teacher educators as researchers:A profile of research in Israeli teacher colleges versus university departments of education. Teaching and Teacher Education,22(1):32-41.
[41]Korthagen, F., Loughran, J., Lunenberg, M. (2005). Teaching Teachers——Studies into the Expertise of Teacher Educators:An Introduction to this Theme Issue. Teaching and Teacher Education.21 (2):107-115.
[42]Zeichner. K. (2005). Becoming a Teacher Educator:a Personal Perspective. Teaching and Teacher Education, 21(2):117-124.
[43]Korthagen, F., Vasalos, A. (2005). Levels in Reflection:Core Reflection as a Means to Enhance Professional Growth. Teachers and Teaching:Theory and Practice,11(1):47-71.
[44]Cochran-Smith M. (2005). Teacher educators as researchers:multiple perspectives. Teaching and Teacher Education,21(2):219-225.
[45]Loughran, J., Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education,21(2): 193-203.
[46]Koster, B., Brekelmans, M., Korthagen, F., et al. (2005). Quality Requirements for Teacher Educators. Teaching and Teacher Education,21(2):157-176.
[47]Smith, K. (2005). Teacher Educators'Expertise:What Do Novice Teachers and Teacher Educators Say?. Teaching and Teacher Education,21(2):177-192.
[48]Murray, J., Male, T. (2005). Becoming a Teacher Educator:Evidence from the Field. Teaching and Teacher Education,21(2):125-142.
[49]Doecke, B. (2004). Professional identity and educational reform:confronting my habitual practices as a teacher educator. Teaching and Teacher Education,20(2):203-215.
[50]Clarke, A, Erickson, Gaalen. (2004). Self-study:The fifth commonplaces. Australian Journal of Education, 48(2):182-199.
[51]Cochran-Smith M. (2003). Learning and unlearning:the education of teacher educators. Teaching and Teacher Education,19(1):5-28.
[52]Feldman, A. (2003). Validity and Quality in Self-Study. Educational Researcher,32(3):26-28.
[53]Louie, B. Y., Drevdahl, D. J., Purdy, J. M., et al. (2003). Advancing the Scholarship of Teaching through Collaborative Self-Study. Journal of Higher Education,74(2):150-171.
[54]Mueller, A. (2003). Looking Back and Looking Forward:always becoming a teacher educator through self-study. Reflective Practice:International and Multidisciplinary Perspectives,4(1):67-84.
[55]Beaty, L.& Cousin, G. (2002). Turning the Light on Ourselves:Researching Pedagogy Practice and Policy. Exchange, No3. Autumn:23-24.
[56]Dinkelman, T. (2002). Towards a Theory of Teachers Becoming Teacher Educators. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans,LA, April 1-5,2002).
[57]Jr. Bullough, R. V., Pinnegar, S. (2001).Guidelines for Quality in Autobiographical Forms of Self-Study Research. Educational Researcher,30(3):13-21.
[58]Ben-Peretz M. (2001).The Impossible Role of Teacher Educators in a Changing World. Journal of Teacher Education,52:48-56.
[59]Koster. B.. Dengerink, J. (2001).Towards a Professional Standard for Dutch Teacher Educators. European Journal of Teacher Education,24(3):343-354.
[60]Trigwell, K.. Martin, E., Benjamin, J., et al. (2000). Scholarship of Teaching:A Model. Higher Education Research & Development.19(2):155-168.
[61]Cole, A. L. (1999).Teacher Educators and Teacher Education Reform:Individual Commitments, Institutional Realities. Canadian Journal of Education,24(3):281-295.
[62]Dinkelman, T. (1999).Self-Study in Teacher Education:A Means and Ends Tool for Promoting Reflective Teaching. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 24-28,1999).
[63]Zeichner, K. (1999). The New Scholarship in Teacher Education. Educational Researcher,28(9):4-15.
[64]Koster, B., Wubbels, T., Korthagen, F. (1998). Is There Anything Left for Us? Functions of Cooperating Teachers and Teacher Educators. European Journal of Teacher Education,21(1):75-89.
[65]Myers, C. B. (1997).The Absence of Self-Study in School-University Teacher Education Reform. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28,1997).
[66]Ducharme, M., Ducharme, E. (1996). A Study of Teacher Educators:Research from the USA. Journal of Education for Teaching,22(1):57-70.
[67]Myers, C. B. (1995). The Importance of Self-Study in Teacher Education Reform and Re-Accreditation Efforts. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22,1995)
[68]Schiller, M., Streitmatter, J. (1994). A Self-Study of Teaching Practices:Are We Practicing What We Preach?. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, LA, April 4-8,1994).
[69]Tamir, P. (1991). Professional and Personal Knowledge of Teachers and Teacher Educators. Teaching and Teacher Education,7(3):263-268.
[70]Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review,57(1):1-21.
[71]Wisniewski, R. (1986). The Ideal Professor of Education. Phi Delta Kappan,68(4):288-292.
[72]Troyer, M. B. (1986). A Synthesis of Research on the Characteristics of Teacher Educators. Journal of Teacher Education,37:6-11.
[73]Ducharme, E. R. (1986). Teacher Educators:What Do We Know? ERIC Digest 15. ERIC Clearinghouse on Teacher Education Washington DC.
[74]Ducharme, E. R.& Agne. R. M. (1982). The Educational Professoriate:A Research Based Perspective. Journal of Teacher Education,33(6):30-36.