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- Title
新任教师学习与发展: 质变学习视野中的挑战及支持.
- Authors
杨 跃
- Abstract
Transformative learning theory emphasizes that “ learning " is essentially a creative activity, and its key point lies in the fundamental shift in the way learners view themselves and the world around them. Examining the learning of novice teachers from the perspective of transformative learning theory, it can be found that the stubborn “preconceptions' will restrict novice teachers from forming new cognitive frameworks and meaning schema, while the limited “embodied learning' restricts novice teachers from practicing the unity of knowledge and action from the standpoint of students. In this regard, teacher educators can take advantage of the “ perplexed dilemma " and strengthen the “ deep reflection " to provide learning support for the development of novice teachers, and conduct self-study to set an example and lead novice teachers to “learn to teach".
- Publication
Teacher Development Research, 2022, Vol 6, Issue 2, p64
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2022.02.007