全球教育展望

教师是在由特定习俗所构成的学校环境中成长起来的。由于习俗具有“习焉而不察、熟视而无睹”的特性，其重要性在很大程度上被学校以及教师自身忽视。本研究从“实然价值观—群体行为—物化环境”这三个维度建构了学校习俗影响教师专业发展的分析框架，透视学校习俗对身处学校场域中教师的影响。研究发现，学校习俗对教师专业发展的影响好比一个连续体，典型地表现出三种类型：有的发挥了正向促进作用，身处其中的教师得到了快速成长；有的产生了负向阻碍影响，让教师对所处学校产生了强烈的抵触情绪；有的对教师专业发展起到了一定的促进作用，也带来了一些困扰。基于此，为了更好地发挥学校习俗在教师专业发展中的促进作用，一方面，学校要形成积极稳定的“实然价值观—群体行为—物化环境”习俗系统；另一方面，要充分发挥校长在习俗促进教师专业发展中的导向作用。

Abstrat: Teachers grow and develop within school environments shaped by specific customs. Due to the inherent characteristics of customs-being so ingrained that they often go unnoticed, their significance is largely overlooked by schools and teachers themselves. This study constructs an analytical framework to examine the influence of school customs on teachers' professional development, focusing on three dimensions: actual values, group behaviors, and materialized environments. It explores how these customs affect teachers operating within the school context. The study finds that the impact of school customs on teachers' professional development resembles a continuum, typically manifesting in three forms:(1) Customs that play a positive role in promoting teacher growth, enabling rapid professional advancement;(2) Customs that exert a negative, obstructive influence, leading teachers to develop strong aversions to specific schools; and(3) Customs that provide some support for professional development while simultaneously causing certain challenges. Based on this, to better harness the positive effects of school customs on teachers' professional growth, schools should, on one hand, establish a stable and positive custom system encompassing actual values, group behaviors, and materialized environments. On the other hand, it is essential to fully utilize the guiding role of school principals in promoting teachers' professional development through customs.