教师信念与实践不一致性:影响因素、启示及展望

大量研究表明，教师并非总能实施与其信念相一致的教学。教师信念与实践的关系受个体与环境因素的影响，包括教师的信念网络、与执行信念相关的知识、自我效能感，以及标准化测验、教学时长、家长期望、学校氛围等环境因素。研究上述影响因素对教师成长和培训具有重要启示。未来的研究应更关注信念中缺失的情感成分，注意选择合适的信念研究方法，并关注教师信念与实践关系的动态发展过程等。

LUO Li-fang

Previous studies demonstrate that teachers’ beliefs are not always consistent with their practices. The mutual interaction is mediated in personal and contextual factors including teachers’ belief network, literacy, self-efficacy, standardized test, teaching experience, parental expectations, and school climate. This study focuses on such influential factors to provide implications for teachers development and education. It suggests that future research is needed in the aspects of missing emotional element, research methodology, and developmental trajectory of beliefs and practices.