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- Title
先入之见发生了怎样的转变?---身份转换期教师学习教学的过程考察.
- Authors
程耀忠
- Abstract
The process of teachers' learning to teach has gone through several stages, from observing apprentices to pre-service teachers, then to novice teachers and even expert teachers. In this process, how to intervene and transform a series of preconceptions based on the simple experience of observing apprenticeship is one of the difficult problems that teacher education must face directly. Through interviews with 35 novice teachers in senior high schools, it is found that the preconceptions about the images of teachers have experienced the transformation from “ teachers are god" to “ teachers are idealized people" to “ teachers are real people"; that the preconceptions about teaching have experienced the transformation from “teaching is a one-way transmission of ‘ teachers speak and students listen' " to “ teaching is a two-way communication between teachers and students", and then to “teaching is the process of mutual growth between teachers and students, students and students as well as ‘ teaching-learning-researching-reflecting ' " ; that the preconceptions about students have experienced the transformation from “students are themselves, students are little adults " to “students are friends, students are people ", and then to “students are children, students are teachers " ; and that the preconceptions about self have experienced the transformation from “ I want to be whom I like " to “ I want to be whom I worship ", and then to “ I want to be whom I am " . Based on this, teacher education needs to make effective use of important others, practice, research and reflection and other driving factors to create cognitive conflict and psychological gap, promote the dominance of preconceptions of pre-service teachers and novice teachers, and intervene and transform them, so as to make pre-service teacher education, induction guidance and professional development become the “ strong intervention " that affects teachers' learning, growth and development.
- Publication
Teacher Development Research, 2021, Vol 5, Issue 4, p97
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2021.04.013