nav emailalert searchbtn searchbox tablepage yinyongbenwen piczone journalimg journalInfo journalinfonormal searchdiv qikanlogo popupnotification paper paperNew
2016, 11, v.45;No.352 84-98
国外教师专业发展研究的新进展
基金项目(Foundation): 浙江省哲学社会科学2016年度规划课题“乡村教师培训课程设置的知识基础及实践路径研究:以浙江省为例”(项目编号:16NDJC099YB)研究成果
邮箱(Email):
DOI:
摘要:

本文以2001-2015年《Teaching and Teacher Education》《Journal of Teacher Education》和《Journal of Education for Teaching》杂志刊载的1490篇与教师专业发展相关的文献为研究对象,运用Cite SpaceⅢ软件进行知识图谱分析,揭示了国外教师专业发展研究的热点领域、前沿主题与知识基础,并对国外教师专业发展研究的热点领域、前沿主题与知识基础分别进行了分析。据此,为我国教师专业发展研究提出了一些借鉴与思考:聚焦教师专业发展研究的热点领域,关注教师专业发展研究的前沿主题,寻求适切有效的教师专业发展研究的知识基础。

Abstract:

This paper takes 1490 documents about teachers' professional development,which were published by Teaching and Teacher Education, Journal of Teacher Education and Journal of Education for Teaching from 2001 to 2015,as research objects. Meanwhile,this paper,using the software Cite SpaceⅢ to draw knowledge mapping,shows and analyzes the hotspot domains,frontier topics and intellectual bases about teachers' professional development in western countries. Based on the above,it is hoped that any inspiration can be drawn or contribution can be made to research on teachers' professional development in China:( a) focus on hotspot domains of researching teachers' professional development,( b) pay attention to frontier topics of researching teachers' professional development,( c) explore proper and effective intellectual bases on researching teachers' professional development.

参考文献

[1]殷玉新,华逸云.自我导向本位教师专业发展:为何与何为[J].教育理论与实践,2016(7):44-47.

[2]崔允漷,柯政.学校本位教师专业发展[M].上海:华东师范大学出版社,2013:154.

[3]Cochran-Smith,M.&Fries,K.Researching Teacher Education in Changing Times:Politics and Paradigms[A].M.Cochran-Smith&K.Zeichner.Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C].Washington,DC:American Educational Research Association,2005:69.

[4]Cochran-Smith,M.The New Teacher Education in the United States:Directions Forward[J].Teachers and Teaching:Theory and Practice,2008,14(4):271-282.

[5]Arreman,I.E.&Weiner,G.Gender,Research and Change in Teacher Education:A Swedish Dimension[J].Gender and Education,2007,19(3):317-337.

[6][39]Hüseyin Ozinar.Mapping Teacher Education Domain:A Document Co-citation Analysis from 1992-2012[J].Teaching and Teacher Education,2015(47):42-61.

[7]潘黎,王素.近十年来教育研究的热点领域和前沿主题[J].教育研究,2011(2):47-53.

[8]Alan Reid&Michael O'Donoghue.Revisiting Enquiry-based Teacher Education in Neo-liberal Times[J].Teaching and Teacher Education,2004(20):559-570.

[9]赵健.知识图谱绘制技法使用指南[M].沈阳:辽宁大学出版社,2013:42.

[10]Chen,C.&Chen Y.,Maulitz,R.Understanding the Evolution of NSAID:A Knowledge Domain Visualization Approach to Evidence-Based Medicine[Z].London:Proc.of the 9thInternational Conference on Information Visualization,2005.

[11]姜春林,杜维滨,李江波.经济学研究热点领域知识图谱:共词分析视角[J].情报杂志,2008(9):78-80.

[12]王圣云,吴丽红.国外教师权力研究热点与脉络演进[J].外国教育研究,2014(12):114-122.

[13]A.Hartocollis.Who Needs Education Schools?What Colleges Teach.What Teachers Need to Know.And Why They're Not the Same[N].New York Times Education Supplement,2005-06-31.

[14]Jeanne M.Allen.Valuing Practice over Theory:How Beginning Teachers Re-orient Their Practice in the Transition from the University to the Workplace[J].Teaching and Teacher Education,2008(25):647-654.

[15]J.A.Supovitz.Translating Teaching Practice into Improved Student Performance[A].S.H.Fuhrman(ed).From the Capitol to the Classroom:Standards-based Reform in the States,100thYearbook of the National Society for the Study of Education(Ⅱ)[C].Chicago:University of Chicago Press,2001:81-89.

[16]Jessical L.Grayson&Heather K.Alvarez.School Climate Factors Relating to Teacher Burnout:A Mediator Model[J].Teaching and Teacher Education,2008(24):1349-1363.

[17]Michelle Bauml.Examining the Unexpected Sophistication of Preservice Teachers'Beliefs About the Relational Dimensions of Teaching[J].Teaching and Teacher Education,2009(25):902-908.

[18]Sanne F.Akkerman&Paulien C.Meijer.A Dialogical Approach to Conceptualizing Teacher Identity[J].Teaching and Teacher Education,2011(27):308-319.

[19][36]胡惠闵,王建军.教师专业发展[M].上海:华东师范大学出版社,2014:9,84.

[20]Robert V.Bullough Jr.Pedagogical Content Knowledge Circa 1907 and 1987:A Study in the History of An Idea[J].Teaching and Teacher Education,2001(11):655-666.

[21]Khalil Gholami&Jukka Husu.How Do Teachers Reason about Their Practice?Representing the Epistemic Nature of Teachers'Practical Knowledge[J].Teaching and Teacher Education,2010(26):1520-1529.

[22]Barbara L.Bales.Teacher Education Policies in the United States:the Accountability Shift Since 1980[J].Teaching and Teacher Education,2006(22):395-407.

[23]David Carroll.Learning Through Interactive Talk:A School-based Mentor Teacher Study Group as A Context for Professional Learning[J].Teaching and Teacher Education,2005(21):457-473.

[24]Deborah L.Butler&Leyton Schnellert.Collaborative Inquiry in Teacher Professional Development[J].Teaching and Teacher Education,2012(28):1206-1220.

[25]Anne-Marie Dooner,David Mandzuk&Rodney A.Clifton.Stages of Collaboration and the Realities of Professional Learning Communities[J].Teaching and Teacher Education,2008(24):564-574.

[26]Pier A.Junor Clarke&Janice B.Fournillier.Action Research,Pedagogy and Activity Theory:Tools Facilitating Two Instructors'Interpretations of the Professional Development of Four Preservice Teachers[J].Teaching and Teacher Education,2012(28):649-660.

[27]Fendler,L.Teacher Reflection in a Hall of Mirrors:Historical Influences and Political Reverberations[J].Educational Researcher,2003(32):16-25.

[28]Garry Hoban&Geoff Hastings.Developing Different Forms of Student Feedback to Promote Teacher Reflection:A 10-year Collaboration[J].Teaching and Teacher Education,2006(22):1006-1019.

[29]侯剑华.工商管理学科前沿和热点演进的可视化分析[D].大连:大连理工大学,2009:22.

[30]卢强.近十年国内教师专业发展研究的热点和演进[J].上海教育科研,2013(4):27-31.

[31]Suzanne Schwarz Mc Cotter.Collaborative Groups as Professional Development[J].Teaching and Teacher Education,2001(17):685-704.

[32]T.Martijn Willemse&Geert ten Dam,et al.Fostering Teachers'Professional Development for Citizenship Education[J].Teaching and Teacher Education,2015(49):118-127.

[33]Renee T Clift&Laurie Mullen,et al.Technologies in Contexts:Implications for Teacher Education[J].Teaching and Teacher Education,2001(17):33-50.

[34]Fenwick,T.J.Teacher Learning and Professional Growth Plans:Implication of a Provincial Policy[J].Journal of Curriculum and Supervision,2004(3):259-282.

[35]殷玉新.新教师入职适应“现实冲击”的评估框架设计与实施思考[J].教育发展研究,2015(20):73-79.

[37]殷玉新,王德晓.优秀教师的基本特质[J].比较教育研究,2016(1):45-51.

[38]Nerur,S.P.&Rasheed,A.A.et al.The Intellectual Structure of the Strategic Management Field:an Author Co-citation Analysis[J].Strategic Management Journal,2008(19):317-328.

[40]陈向明.从教师“专业发展”到教师“专业学习”[J].教育发展研究,2013(8):1-7.

[41][42]陈桂生.普通教育学纲要[M].上海:华东师范大学出版社,2012:11-12,116.

[43][美]唐纳德·舍恩.反映的实践者:专业工作者如何在行动中思考[M].夏林清,译.北京:教育科学出版社,2012:9.

(1)此处“知识基础”(intellectual bases)是指教师专业发展研究的知识基础,而非教师专业发展的知识基础。

基本信息:

DOI:

中图分类号:G353.1;G451

引用信息:

[1]殷玉新,马洁.国外教师专业发展研究的新进展[J].全球教育展望,2016,45(11):84-98.

基金信息:

浙江省哲学社会科学2016年度规划课题“乡村教师培训课程设置的知识基础及实践路径研究:以浙江省为例”(项目编号:16NDJC099YB)研究成果

引用

GB/T 7714-2015 格式引文
MLA格式引文
APA格式引文
检 索 高级检索