| FAPO:一种新的教师专业发展分析框架 |
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| 引用本文： | 崔允漷,夏雪梅.FAPO:一种新的教师专业发展分析框架[J].教育发展研究,2011(10). |
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| 作者姓名： | 崔允漷 夏雪梅 |
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| 作者单位： | 华东师大课程与教学研究所;上海市教科院; |
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| 基金项目： | 崔允漷教授主持的教育部哲学人文社会科学研究重点基地重大项目“学校本位的教师专业发展研究”(08JJD880229)的部分成果 |
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| 摘 要： | 教师专业发展的假设是:人的发展是教师专业发展的基础;在教师专业发展的不同阶段,教师的关注点有所不同;教师专业发展受专业协助的品质和力度的影响;教师专业发展镶嵌于学校情境脉络中。本文旨在从教师个体的社会心理层面探讨教师专业发展,这一新的分析框架涉及感受(feelings)、关注(attention)、激励(promptings)、组织(organization)等四个维度。这里以一所学校为例,根据这四个维度编制量表,通过数据分析教师的专业发展状况,以验证其效用。
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| 关 键 词： | FAPO 教师专业发展 |
FAPO:A New Analytical Framework for Teacher Professional Development |
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| Cui Yunhuo & Xia Xuemei.FAPO:A New Analytical Framework for Teacher Professional Development[J].Exploring Education Development,2011(10). |
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| Authors: | Cui Yunhuo & Xia Xuemei |
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| Institution: | Cui Yunhuo & Xia Xuemei(The Institute of Curriculum & Instruction,East China Normal University,Shanghai 200062 & Shanghai Academy of Educational Sciences,Shanghai 200032) |
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| Abstract: | The hypothesis of teacher professional development is that the person's development is the basis of teacher professional development;teacher's focus is different in different stages of teacher professional development;teacher professional development is affected by the quality and intensity of professional assistance;teacher professional development is embedded in the school context.This paper is aimed to explore a new analytical framework for teacher professional development from the social and psychologic... |
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| Keywords: | FAPO teacher professional development |
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