品性取向教师教育之分析*

摘要/Abstract

摘要：

品性取向教师教育将品性视为与知识、技能同样重要的教师素质,并将发展教师品性作为教师教育的核心目标。所谓教师品性,就是教师先天固有或后天培养的稳定的行为倾向,这些行为倾向发端于教师内在的信念、态度和价值观。将教师品性作为教师教育的重点,主要是基于四个理由:教师品性影响教师效能以及学生的学业成就;教师品性影响教师的教学表现;教师品性影响教师知识与能力的展现;教师品性是教师进行道德示范的资本。教师教育机构可通过以下方法确定目标品性的构成:对已有资料的归纳和分析、问卷调查和德尔菲法。教师教育机构可通过以下策略培植教师品性:个人及团体层面的反思;文化陶冶;“品性自我评价表”的引导;教师教育者的示范以及创新性教学方法的运用。

关键词: 教师品性, 教师教育取向, 教师素养, 教师发展

Abstract:

Dispositions-oriented teacher education regards dispositions as a teacher quality as important as knowledge and skills,and makes the development of teacher dispositions the core goal of teacher education. The so-called teacher dispositions is the stable behavioral tendencies inherent in or cultivated by teachers,which originate from their internal beliefs,attitudes and values. There are four main reasons for making teacher dispositions a focus of teacher education:teacher dispositions affect teacher effectiveness as well as student academic achievement;teacher dispositions influence teachers’instructional performance;teacher dispositions activate teachers’knowledge and competence;and teacher dispositions is the capital for teachers’ethical modeling. Teacher education institutions can determine what constitutes the target dispositions through the following methods:generalization and analysis of existing data,questionnaire survey and the Delphi method. Teacher education institutions can cultivate dispositions through the following strategies:individual and group reflection;cultural enrichment;the use of “dispositions self-assessment scales”;teacher educators’demonstration,and the use of innovative pedagogical methods.

Key words: teacher dispositions, teacher education orientation, teacher literacy, teacher development

中图分类号:

周成海. 品性取向教师教育之分析^*[J]. 教育科学, 2023, 39(5): 67-74.

Zhou Chenghai. Analysis of Dispositions-oriented Teacher Education[J]. Education Science, 2023, 39(5): 67-74.

图/表 2

表1

表2

参考文献 44

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序号	品性	分数
1	挑战性(challenging):在“所有学生都能学习”这一假设的基础上对学生抱有较高期待。	8.94
2	积极回应(responsive):根据学生的需要以及经验背景来因材施教。	8.94
3	反思的(reflective):内省的,表现出自我意识。	8.87
4	道德的(ethical):表现出个人的诚实和正直。	8.87
5	勤奋好学(scholarly):作为终身学习者,对知识有好奇心,并寻求持续的专业成长的机会。	8.81
6	关心(caring):对他人怀有仁慈之心、同情之心,能够换位思考。	8.77
7	学生中心(student-centered):以学生的需要作为工作的中心,与学生建立积极的关系。	8.74
8	思想开放(open-minded):有灵活性,能考虑不同的观点。	8.61
9	公平(fair):对他人公平公正,为社会正义而工作。	8.48
10	机智灵活(resourceful):展示出主动性、毅力和自我效能感,善于解决问题。	8.45
11	博学多识(knowledgeable):展示出对学科知识、学生学习方法以及教学法知识的理解和掌握。	8.39
12	热情(enthusiastic):充满激情,非常自信,对专业实践持积极的态度。	8.26
13	专业的(professional):始终如一地负责任,准时,准备充分,有条理。	8.26
14	合作的(collaborative):与他人建立并维持相互尊重的关系,合群,处事周到。	8.13