（1.教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2.伊犁师范大学，新疆伊宁 835000）[摘要] 本研究基于系谱学的历史分析视角，认为教师教育学科不该被束缚于传统学科制度的认识限制，而应重新审视知识与制度运作的权力密切相关，从而探究建设路径。以往大学学科制度强调理性知识的优先发展，引发教师教育进入大学后的话语争议，这反映出教师教育知识的实践特征被排除在制度权力的行使之外，也体现出教师教育知识的发展缺乏与制度权力的相关性。因此，教师教育学科建设应该重新认识学科制度权力和知识的关系，以教师教育核心知识为基础，开放知识边界，从课程制度、教师资格制度、评价制度和认证制度的权力行使中，体现教师教育学科知识的合法性、价值性、功能性，进而重构教师教育学科的学术体系。
[关键词] 教师教育学科；教师教育学科知识；系谱学；知识；权力
A Genealogical Study on the Discipline Construction of Teacher Education（1.Center for Teacher
Education Research of Beijing Normal University, Key Research Institute of
Humanities and Social Sciences for Universities, Ministry of Education，Beijing,100875, China;2.Yili Normal
University,Yining,Xinjiang,835000,China）Abstract: Based on the
genealogical perspective of history, teacher education disciplines should not
be bound by the cognitive limitations of traditional disciplinary systems, but
should instead recognize that knowledge is closely related to the exercise of
institutional power. In the past, the university disciplinary system emphasized
the priority development of rational knowledge, but the entry of teacher
education disciplines sparked controversy, reflecting that the practical
characteristics of teacher education knowledge were excluded from the exercise
of institutional power and also revealing the weakness of the relationship
between the development of teacher education knowledge and institutional power.
Therefore, the construction of teacher education disciplines requires a
re-examination of the relationship between disciplinary institutional power and
knowledge, based on the core knowledge of teacher education, opening up
knowledge boundaries, and reflecting the legitimacy, value, and functionality
of teacher education discipline knowledge through the exercise of power in
curriculum systems, teacher qualification systems, and certification systems,
in order to enhance the status of teacher education disciplines.
Key Words: teacher education
discipline, teacher education knowledge, genealogy, knowledge, power
（1.东北师范大学国际与比较教育研究所， 吉林长春 130024；2.陕西师范大学数学与统计学院，陕西西安 710119；3.哈尔滨师范大学西语学院，黑龙江哈尔滨 150025）[摘要] 制定实施教师专业标准或素养框架被视为提高教师质量和促进教师专业化的重要举措。我国也于2012-2015年期间相继颁布了一系列教师专业标准，这些标准也已经到了需要修订的节点。而建构新时代中国教师素养模型可以为修订《教师专业标准》奠定必要的基础。项目组基于建构一个综合的、专业的、固本求新的教师素养模型这一立场，在借鉴荷兰2004年版教师素养框架的建构逻辑和佐藤学“学习的三位一体论”的基础上，确立了以教师的专业角色与专业关系为视角推导教师素养的基本思路，建构出覆盖认知素养、功能素养、社会素养和自我素养四个维度，由学科素养、通识素养、学习支持、全人教育、沟通合作、发展改进和师德情怀等七大素养构成的新时代中国教师素养模型。
[关键词] 教师；素养；素养模型；专业标准
Theoretical Construction of Competence Model for Chinese School Teachers in
the New EraRAO Congman1,
WU Qiong2 ， LI Xiao3(1.Institute of
International and Comparative Education, Northeast Normal University,
Changchun,Jilin,130024, China;2.School of Mathematics and Statistics, Shaanxi
Normal University, Xi’an, Shaanxi, 710119, China; 3.College of
Western Languages, Harbin Normal University, Harbin, Heilongjiang, 150025,
China)Abstract: The development and
implementation of teacher professional standards has been regarded as an
important measure to improve teacher quality and promote teacher
professionalization. China also issued a series of teacher professional
standards from 2012 to 2015, which need to be revised at the present time. The
construction of teacher competence model in the new era can lay a necessary
foundation for the revision of the Teacher Professional Standards. Based on the
position of building a comprehensive, professional and
consolidating-the-fundamental-while-seeking-the-new teacher competence model,
the project team establishes the basic idea of deducing teacher competencies
from the perspective of teachers’ professional roles and
relationships by referring to the construction logic of the 2004-edition Dutch
Teacher Competence Framework and Sato’s “Trinity of Learning” theory. This research
constructs a teacher competence model for Chinese school teachers in the new
era, which covers four dimensions of cognitive competence, functional
competence, social competence and self-competence, and consists of seven
competences, namely subject competence, general competence, learning support,
whole-person education for all, communication and collaboration, development
and improvement, and professional morality and sentiments.
Key Words: teacher, competence,
competence model, professional standard
[摘要] 本文从空间理论视阈出发，对师范生的专业身份认同的结构和过程加以阐释，试图从新的研究视角发掘师范生专业身份认同发展的结构特征。具体而言，本文从探讨空间理论在教育学领域的发展及运用入手，依托拉康的“镜像空间”理论和霍米·巴巴的“通过缺席而在场”理论，以“镜子前的我”“镜中我”和“想象我”为隐喻，建构了师范生专业身份认同的三重结构，即“自我身份”“职业身份”和“理想身份”。在此基础上，探讨了师范生专业身份认同三重结构对师范生培养项目的启发。
[关键词] 师范生；专业身份认同；空间理论；三重结构
Spatial Theory Perspective: The threefold Structure of Pre-service Teachers’ Professional Identity(School of Education,
Shanghai Normal University, Shanghai, 200233, China)Abstract: Based on the
perspective of spatial theory, this article explains the structure and process
of pre-service teachers’ professional identity, attempting to explore
the structural characteristics of the development of professional identity of
pre-service teachers from a new perspective. Specifically, this article starts
with exploring the development and application of spatial theory in the field
of education, relying on Lacan’s “mirror stage” spatial theory and Homi K.
Bhabha’s “presence through absence” theory. Using metaphors such as “me in
front of the mirror”, “me in the mirror”, and “imagined me”, this paper
constructs a threefold structure of pre-service students’ professional identity: the “self identity”, the “occupational identity”, and the “ideal identity”. On this basis, the
threefold structure of professional identity inspires the development of
pre-service teacher education program.
Key Words: pre-service teachers,
professional identity, spatial theory, threefold structure
（1.教育部普通高等学校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2.新疆师范大学继续教育学院，新疆乌鲁木齐 830054；3.贵州省教师发展中心，贵州贵阳 550005）[摘要] 本研究基于国内外教师教育者相关研究文献及作者设计实施教师教育者培训的实践经验，提出中国情境下实践型教师教育者应具备的TRAIL素养模型，包括学科教学能力（Teaching）、教学研究能力（Research）、组织管理能力（Administration）、个性化指导能力（Individualized Instruction）和培训讲授能力（Lecturing），并基于该模型论述实践型教师教育者TRAIL培训课程的核心要素、学理基础和实践策略。TRAIL培训课程能丰富学界有关实践型教师教育者专业素养与培育路径的理论性认识，为推动我国实践型教师教育者培训课程专业化提供借鉴与启示，并能为出台、落实与完善我国教师教育者有关政策提供参考。
[关键词] 教师教育；教师教育者；培训课程；理论构建
On the Construction of Practice-Based Teacher Educator Training CurriculumLIAO Wei1,
DONG Qiujin2, LI Xiaoyan1, WANG Changzhong3(1.Center for Teacher
Education Research of Beijing Normal University, Key Research Institute of
Humanities and Social Sciences for Universities, Ministry of Education，Beijing,100875,
China;2.College of
Continuing Education, Xinjiang Normal University, Urumqi, Xinjiang, 830054,
China; 3.Teacher Development Center of Guizhou, Guiyang, Guizhou, 550005,
China)Abstract: Based on relevant
domestic and international research on teacher educators and the authors’practical experience in designing and implementing teacher educator training
programs, this study proposes a model called TRAIL for practice-based teacher
educators’ professional competencies, focusing on
teaching, research, administration, individualized instruction, and lecturing.
Based on this model, we elaborate on the TRAIL training course’s core elements, theoretical foundations, and implementation
strategies for practice-based teacher educators. The TRAIL training curriculum
can enrich the theoretical grounds about teacher educators’ professional competencies and developmental paths, suggest
practical implications for teacher educator training program designers and
implementers, provide a reference for promoting the professionalization of
practice-based teacher educator training curriculum, and inform the
formulation, implementation, and refinement of teacher-educator-related
policies.
Key Words: teacher education,
teacher educator, training curriculum, theory construction
[摘要] 2023年9月9日习近平总书记提出中国特有的“教育家精神”，强调要“大力弘扬教育家精神”，在教育强国背景下对于实现中华民族伟大复兴具有极其重要的理论和现实意义。“教育家精神”是引领“基础教育高质量发展”的必然需求，两者具有“整体性”“创造性”与“协同性”等多维意涵的一致性。“教育家精神”实现对“基础教育高质量发展”的价值引领、能力引领与思想引领。
[关键词] 教育家精神；基础教育高质量发展；引领
The Spirit of Educators Leads the High-Quality Development of Basic
Education（Institute of Education,
Nanjing University, Nanjing，Jiangsu，210023，China）Abstract: China’s unique “the
spirit of educators” was proposed in 2023 by Chairman Xi Jinping,emphasizing
the need to“vigorously promote the spirit of educators”.In the context of powerful
country in education, it is of extremely important theoretical and practical
significance for realizing the great rejuvenation of the Chinese nation.“The
spirit of educators ” is the necessary demand to lead the “high-quality
development of basic education”, and the two have the consistency of “the
integrity”, “the creativity” and “the synergy”. “The spirit of educators”
realizes the value guidance, ability guidance and thoughts guidance of the
“high-quality development of basic education”.
Key Words: the spirit of
educators, high-quality development of basic education, guidance
（1.太原师范学院教育学院，山西晋中 030619；2.华中师范大学教育学院，湖北武汉 430079）[摘要] “县管校聘”制度是我国基础教育教师管理的创新性改革。解决“县管校聘”目标群体——教师的“制度适应”问题，是推进“县管校聘”制度落实的着力点。提高教师对“县管校聘”制度的适应性，是破解制度管控下“教师逆流”难点的关键思路，也是实现刚性配置中教师资源最优化的核心举措。制度适应理论视域下，教师适应“县管校聘”制度是文本与情境相互牵制的过程，是从试探拒斥到主动嵌入的动态行动。从文本与情境的静态适应出发，重点关照教师与制度互构过程中的动态适应，是消弭教师与制度鸿沟，提升教师适应，推进“县管校聘”落实的有效策略。
[关键词] 制度适应理论；“县管校聘”制度；教师适应
Reflecting on Teachers’ Adaptability under the “Job Rotation” Policy from
the Perspective of Institutional Fit Theory（1.School of Education，Taiyuan Normal University，Jinzhong,
Shanxi,030619，China；2.School of
Education，Central China Normal University，Wuhan,Hubei,430079，China）Abstract: The “job rotation” policy is an innovative
reform of teacher management system about elementary education in recent years.
The adaptability of teachers who as the target group of the policy is the key
to promote the implementation of the policy. And it is the difficult point of
realizing “reverse mobility of teacher” under the policy control and is the key
point to giving full play to the “advantages of teachers” in resource
allocation. From the perspective of institutional fit theory, the adaptability
to the policy of teachers is a process of mutual restraint between text and
text, and is a series of dynamic actions from trying to reject to actively
comply. Therefore, it is the main measure to improve the adaptability of
teachers to the policy and to ensure the implementation of the “job rotation”
policy by improving the static adaptation of text and context of the policy, as
well as the dynamic adaptation in the process of interaction between teachers and
the policy.
Key Words: institutional fit
theory,“job rotation” policy,teachers’ adaptability
（1.北京师范大学珠海校区，广东珠海 519087；2.首都师范大学前教育学院，北京 100048）[摘要] 情境取向的教师教学能力强调教师运用专业性向引领教学，继而通过对具体教学情境的观察、解释与决策实施教学，最终表现出特定教学行为的连续过程，关注不同要素之间的整体作用与动态转化关系，有利于打破教学理论与实践的藩篱。基于情境取向的教师专业能力，反思发现当前许多教师对引领教学设计的教育理念和专业知识的更新内化、对教学情境中儿童学习过程的聚焦观察与分析、以及对教学情境中具体儿童学习问题和需求的个别化回应等三方面，缺乏应有的关注和理解。据此，提出促进教师教学能力发展的基本路径，即重视教育理念和专业知识的奠基作用，加强对教学情境设计的方向指引；聚焦对儿童学习过程的观察，加强对教学情境的意义阐释；有效回应不同儿童的学习需要，加强对儿童的个别化指导。
[关键词] 情境取向；教师教学能力；内涵；发展路径
Situational-oriented Teaching Ability of Teachers: Connotation Elements and
Development PathCHEN Yachuan1，GAO
Hongyu2(1.Beijing Normal
University (Zhuhai)，Zhuhai，Guangdong，519087，China;2.School of Preschool Education，Capital Normal University，Beijing，100048，China)Abstract: The situational-oriented
teaching ability emphasizes the use of professional orientation to guide
teaching, and then implements teaching through observation, interpretation, and
decision-making of specific teaching situations, ultimately exhibiting a
continuous process of specific teaching behaviors. It pays attention to the
overall role and dynamic transformation relationship between different
elements, which is conducive to breaking down the barriers between teaching
theory and practice. Based on context oriented teacher professional competence,
reflection has found that many teachers currently lack due attention and
understanding in three aspects: updating and internalizing educational concepts
and professional knowledge that lead teaching design, focusing on observing and
analyzing children’s learning processes in teaching contexts, and
individualized responses to specific children’s learning problems and needs in
teaching contexts. Based on this, basic paths to promote the development of
teacher teaching competence are proposed. Emphasize the foundational role of
educational concepts and professional knowledge, and strengthen the direction
guidance for teaching scenario design; Focus on observing the learning process
of children and strengthen the interpretation of the significance of teaching
situations; Effectively respond to the learning needs of different children and
strengthen individualized guidance for them.
Key Words: situational
orientation, teacher’s teaching ability, connotation, development path
赋能学校科层制对中小学教师组织公民行为的影响：工作自主性和组织认同的链式中介作用[摘要] 教师组织公民行为是激发学校办学活力的关键，也是维持学校平稳运行的保障。研究基于授权理论和社会认同理论实证探究赋能学校科层制与中小学教师组织公民行为之间的关系，揭示工作自主性和组织认同在两者间的中介作用。通过对658名中小学教师进行问卷调查，建立结构方程模型分析数据。结果表明：赋能学校科层制对中小学教师组织公民行为具有显著正向预测作用；工作自主性和组织认同在赋能学校科层制与中小学教师组织公民行为间均具有单独中介作用，也具有链式中介作用。因此，为促进中小学教师组织公民行为，要建立健全赋能学校科层制，尊重和提高教师工作自主权，激发教师工作自主性，营造信任与合作的学校文化氛围，增强教师组织认同感。[关键词] 赋能学校科层制；中小学教师；组织公民行为；工作自主性；组织认同The Effect of Enabling School Bureaucracy on Organizational Citizenship
Behavior of Primary and Secondary Teachers: The Chain Mediating Role of Job
Autonomy and Organizational Identification(Faculty of
Education,East China Normal University, Shanghai,200062,China)Abstract: Teachers’
organizational citizenship behavior is the key to energizing the school and
keeping it running smoothly. Based on empowerment theory and social identity
theory, this study empirically investigates the relationship between enabling
school bureaucracy and teachers’ organizational citizenship behavior, revealing
the role of job autonomy and organizational identification as mediators. The
structural equation model is developed to assess the data from a questionnaire
survey of 658 primary and secondary school teachers. The results find that the
enabling school bureaucracy has a significant positive predictive effect on the
organizational citizenship behavior of primary and secondary teachers. Job
autonomy and organizational identification have a separate mediating effect as
well as a chain mediating effect between enabling school bureaucracy and
organizational citizenship behavior of primary and secondary teachers. Thus, in
order to promote primary and secondary school teachers’ organizational
citizenship behavior, it is important to establish the enabling school
bureaucracy, to respect and enhance teachers’ work autonomy and stimulate teachers’
work autonomy, and to create a trusting and cooperative school culture,
which enhances teachers’ organizational
identification.Key Words: enabling school
bureaucracy, primary and secondary school teachers, organizational citizenship
behavior, job autonomy, organizational identification（1.北京师范大学教育学部，北京 100875；2.北京师范大学继续教育与教师培训学院，北京 100875）[摘要] 我国0-3岁婴幼儿托育需求大，而托育教师队伍建设存在师资不足、体系混乱等问题，尚未形成供需适配的托育教师胜任力标准。因此，本研究采用半结构化访谈的方法对“供给侧”的10位托育服务相关从业人员和“需求侧”的10位0-3岁婴幼儿家长进行深入访谈，借助质性分析软件MAXQDA 20对访谈文本进行编码分析。最终，本研究通过对供需双方访谈资料的对比与整合分析，构建出一个科学、系统的托育教师胜任力模型。该模型遵循由外到内、层层深入的逻辑结构，统合形成个性品德、价值观念、专业知识与技能的三维胜任力模型，以期为我国托育教师的培养与发展提供参考框架，更好地促进托育教师的专业化发展，满足0-3岁婴幼儿身心发展需要。Research on the Competency Model Construction of Childcare Teachers from
the Perspective of Supply and DemandDENG Linyuan1,
ZOU Shenghao1, ZHANG Li2(1.Faculty of
Education，Beijing Normal University，Beijing，100875, China；2.School of Continuing
Education and Teacher Training，Beijing Normal
University，Beijing,100875, China)Abstract: There is a large
demand for childcare of infants aged 0-3 in China, but there are problems with
insufficient teaching staff and chaotic system in the construction of childcare
teacher teams, and a competency standard for childcare teachers from the
perspective of supply and demand has not yet been formed. Therefore, we
conducted in-depth interviews with 10 practitioners of childcare services on
the “supply side” and 10 parents of infants aged 0-3 years on the “demand side”
through semi-structured interviews, as well as used the qualitative analysis
software MAXQDA 20 to code and analyze the interview text. Finally, we
construct a scientific and systematic competency model for childcare teachers
through the comparison and integration analysis of interview data from both
supply and demand sides. This model follows a logical structure that goes deep
from the outside to the inside, layer by layer, and integrates to form a
three-dimensional competency model of individual character, values,
professional knowledge and skills. It aims to provide a reference framework for
the training and development of childcare teachers in China, thereby better
promoting the professional development of childcare teachers and meeting the
physical and mental development needs of 0-3 years old infants.Key Words: childcare teachers,
competency, comparison of supply and demand, interview（1.上海师范大学教育学院，上海 200234；2.复旦大学管理学院，上海 200433）[摘要] 教育高质量发展需要大量专家型教师的引领，深化专家型教师成长规律的研究对于提升我国教师队伍素质具有重要意义。采用扎根理论的方法，对17位专家型教师进行深度访谈，并对其所提供的资料进行文本分析，采用开放编码、主轴编码、选择性编码三级编码的方式进行提炼，抽取“理想指标”“发展历程”“关键动力”三个核心类属。研究发现：专家型教师的理想指标包括“精神境界”“教育教学”“研究创新”“示范引领”四个一级指标和若干二级指标；专家型教师的发展历程要经历“职业初心—困境挑战—自我反思—学习图强—发展提升—教育理想”六个阶段，据此构建专家型教师的发展历程模型；专家型教师成长的内生动力在于“直面挑战—持续学习—解决问题—追求理想”的专家思维，其外在动力在于学习共同体文化的支持。[关键词] 专家型教师；理想指标；发展历程；关键动力；扎根理论Ideal Indicators, Development Stages, and Critical Motivation of Expert
Teachers——Model Construction based on Grounded TheoryCHEN Jingjing1，XU
Yusi1,TAN Yang2(1.School of
Education, Shanghai Normal University,Shanghai，200234,China;2.School of
Management, Fudan University, Shanghai，200433,China)Abstract： High
quality development of education requires a large number of expert teachers，so
it’s extremely important to explore the growth patterns of expert
teachers.Grounded theory method was adopted to conduct in-depth interviews and
textual analysis with 17 expert teachers,and three core categories of “ideal
indicators”, “development history”, and “internal and external dynamics” were
extracted by using open coding, spindle coding, and selective coding.Research
has found that the ideal indicators for expert teachers include four primary
indicators:“spiritual realm”, “education and teaching”, “research innovation”,
“demonstration and guidance”, and several secondary indicators.The development
process of expert teachers should go through six stages:“initial career
aspiration-challenges in difficulties-self reflection-learning motivation-development
improvement-educational ideals”. Based on this, a development process model for
expert teachers can be constructed; The internal driving force for the growth
of expert teachers lies in the expert thinking of “facing challenges, continuous
learning, problem-solving, and pursuing ideals”, while the external driving
force lies in the support of learning community culture.Key Words： expert
teachers, ideal indicators, development stages, critical motivation, grounded
theory（1.韩山师范学院教育科学学院，广东潮州 521041；[摘要] 教育现象学为教育智慧的养成提供了方法论。生活世界中的生活体验是教育现象学的方法论核心，是教育现象学研究的起点和归宿。教育智慧的养成有赖于对生活体验的探寻。教育现象学视域下教师的教育智慧养成机制包含通过“悬置”的现象学态度和诗化的语言追忆、描述“此刻”的教育生活体验，通过对教育生活体验的惊奇、教育现象学主题意义分析和洞见创造进行教育现象学“反思—还原”，教师智慧成长共同体等维度。基于教育现象学的教育智慧养成，应当成为新时代教师专业发展的重要路径选择。[关键词] 教育现象学；教育智慧；生活体验；教师发展A Study on The Cultivation of Teachers’ Pedagogical Thoughtfulness Based on
Phenomenological PedagogyZHENG Manyao1,
LI Shuying2, LI Gang3(1.School of Education
Science, Hanshan Normal University, Chaozhou,Guangdong,521041, China;2.Faculty
of Education, Shenzhen University, Shenzhen, Guangdong,518060, China;3.Research
Office, Nanjing Xiaozhuang University, Nanjing, Jiangsu,211171, China)Abstract: Phenomenological pedagogy provides a
methodology for the cultivation of pedagogical thoughtfulness, and the lived
experience in the lived word is the methodological core of phenomenological
pedagogy, which is the starting point and destination of Phenomenological
pedagogy research; the cultivation of pedagogical thoughtfulness depends on the
search for lived experience. The cultivation mechanism of teachers’ pedagogical
thoughtfulness in the field of phenomenological pedagogy consists of the
following dimensions: recalling and describing the pedagogical lived experience
of the “Now” through the phenomenological attitude of “epoché” and the poetic
language, “reflection-reduction” of phenomenological pedagogy through
surprising the pedagogical lived experience, analysis of the meaning of
pedagogical phenomena and insight creation, and the community of teachers’ growth.
The cultivation of teachers’ pedagogical thoughtfulness based on
phenomenological pedagogy should become an important path for teachers’
professional development in the new era.Key Words: phenomenological
pedagogy, pedagogical thoughtfulness, lived experience, teacher development[摘要] 对乡村青年教师相对剥夺感的关注是让其“留得下、教得好”的关键。为探究相对剥夺感情境中乡村青年教师的体验与行为，对12名乡村青年教师进行深度访谈。研究发现，城乡二元结构的存在使得乡村青年教师在与县城教师的对比中诱发群体相对剥夺感，包括身份异化、情感耗竭、发展受限、教养缺位；因组织资源的不公正分配，乡村青年教师在与同事的对比中产生个体相对剥夺感，包括区别对待、不透明的考核和收入差距。弱势下的青年教师面临“留与流”的职业抉择以及“躺平或坚守初心”的教学态度选择。Why “Disguise”: Rural Young Teachers in the Context of Relative DeprivationZHOU Guohua，JIA
Mingsheng(College of Education,
Zhejiang Normal University, Jinhua,Zhejiang, 321004, China)Abstract: The focus on the
relative deprivation of rural young teachers is the key to keeping them and
teaching them well. To explore the experience and behavior of rural young
teachers in the context of relative deprivation, in-depth interviews were
conducted with 12 rural young teachers. Research has found that the existence
of a dual urban-rural structure induces a sense of relative deprivation among
rural young teachers compared to teachers in county towns, including identity
alienation, emotional exhaustion, limited development, and educational
deficiencies; Due to the unfair distribution of organizational resources, there
is a sense of individual relative deprivation in the comparison between rural
young teachers and colleagues, including differential treatment, opaque
assessment, and income gap. Young teachers under disadvantaged circumstances
face a career choice of “staying or leaving” and a teaching attitude of “lying
flat or sticking to their original intention” to actively adapt to the
situation.Key Words: rural young teachers,
relative sense of deprivation, qualitative research（1.华东师范大学基础教育改革与发展研究所，上海 200062；2.北京师范大学教师教育研究中心，北京 100875；3.上海师范大学教育学院，上海 200234）[摘要] 作为教研组中拥有教学专长但缺少行政权力的优秀教师，教研组长需要履行“行政+专业”的双重职责。如何在仅有“专家权力”的境况下，引领成员参与到落实行政要求与开展共同学习的活动中，是教研组长需要应对的问题。研究表明，教研组长会透过借用学校管理层的权力、与上级及成员建立“保”“报”关系，以及发挥成员专长推动相互引领等不同方式，来保障教研工作的完成。相异的影响力获得方式，使得教研活动在“上传下达”与“共同学习”的连续体上呈现出分疏。着眼于教研组长的领导力建设，建立“专长+社会交往能力”的任用框架，以及纵横层面的双向散权，加之实际的“以专业带行政”的组长领导思路，是有助于教研组之双重职责实现的可能进路。A Study of Teaching Research Group Heads’ Leadership in A Power Deficient
SituationWANG Lijia1,
LI Wanhong2, SONG Pingping3(1.Institute of
Schooling Reform and Development, East China Normal University, Shanghai,
200062, China;2.Center for Teacher Education Research of Beijing Normal
University, Beijing, 100875, China;3.College of Education, Shanghai Normal
University, Shanghai, 200234, China)Abstract: As expert teachers in
the teaching research group, TRG heads have no administrative authority, while
they must fulfil the dual role of “administrative and professional”
responsibilities. They are under a circumstance of power deficiency. Empirical
research found that TRG heads used strategies such as power borrowing,
reciprocal relationship building and teacher leadership practice to lead
members in implementing administrative and professional requirements. Those
different approaches of gaining influence result in teaching and research activities
differs on a continuum of “transmission” and “collective learning”. In
improving TRG head’s leadership, an appointment framework of “expertise and
social skills” and a decentralization of power together with the
professional-oriented leadership could be adopted.Key Words: Teaching Research
Group head， leadership，expert power，bureaucratic power“规范”与“人事”：民国前期小学教员抗检活动的启示[摘要] 民国前期，小学教员资格检定制度甫一出台，便引起教师群体热烈讨论。小学教员认可资格检定的必要性，但对教育部颁行的《检定小学教员规程》等相关制度规定提出了种种质疑，抗检活动屡见不鲜。小学教员的抗检活动具有一定的合理性，在某种程度上对中央和地方行政部门的决策产生了影响，推动了小学教员资格检定制度的调整和充实，揭示了“规范”与“人事”之间不可避免的张力，也为我国当前教师资格制度实施提供了历史教训和现实启示。“Norms” and “Personnel Activity”: Insights from the Teachers’
Anti-Censorship Activities of Primary School in Early Republic of China(Faculty of Education,
Beijing Normal University, Beijing, 100875, China)Abstract: In the early years of
the Republic of China, the introduction of the qualification system for primary
school teachers aroused heated discussions in the teachers’ community. Primary
school teachers recognized the necessity of qualification testing, but
questioned the Ministry of Education’s rules and regulations. The protests
against the testing were common. To some extent, the protests of primary school
teachers were reasonable, which influenced the decisions of the central and
local administrations and pushed for the adjustment and enrichment of the
system of qualifications for primary school teachers. The protests also reveal
the inevitable tension between “norms” and “personnel activity”, and provide
historical lessons and practical inspiration for current teacher qualification
system.Key Words: schoolmaster,
qualification system, Anti-Censorship Activities——中国高等教育学会教师教育分会2023年学术年会暨第三届中国教师教育改革与创新发展研讨会综述[摘要] 中国高等教育学会教师教育分会2023年学术年会暨第三届中国教师教育改革与创新发展研讨会，以“中国式现代化与教师教育高质量发展”为主题。来自全国各地的教师教育研究者共同研讨了推动我国教师教育高质量发展的举措，以促进中国式现代化教育强国建设。深入探析其思想，发现教师教育改革与创新发展呈现出以下新动向：理论先导的共识下，明晰中国式现代化与教师教育高质量发展的理论逻辑；学科体系的建设任务下，加强中国教师教育学科自主知识体系构建；实践理念的贯彻引领下，促进教师专业成长及教师教育课程的改革创新；高质量教育公平的追求下，完善我国高质量乡村教师队伍建设；高学历层次教师的需求增长和“国优计划”背景下，推进我国高水平综合大学教师教育发展；数字时代全球化趋势下，大力促进科学化数智化赋能高质量教师教育改革创新发展。Research on the High Quality Development New Trends of Teacher Education in
the Context of Chinese Path to Modernization——Overview of the 2023 Academic Annual Conference of the Teacher Education
Branch of China Association of Higher Education and the 3rd China Teacher Education
Reform and Innovative Development SeminarYAN Jianzhang，SHANG
Wenhua(Shanxi Normal
University，Taiyuan，Shanxi，030031, China)Abstract: The 2023 Academic
Annual Conference of the Teacher Education Branch of China Association of
Higher Education and the Third Seminar on the Reform and Innovative Development
of Chinese Teacher Education will be themed on “Chinese path to modernization
and High quality Development of Teacher Education”.Researchers from all over
the country have jointly discussed measures to promote the high-quality
development of teacher education in China,so as to promote the construction of
Chinese path to modernization education power.Based on the depth analysis of
the ideologies,the reform and innovative development of teacher education have
shown the following new trends:under the consensus of theoretical guidance, to
clarify the theoretical logic of Chinese path to modernization and high-quality
development of teacher education;under the task of constructing a disciplinary
system, it is urgent to strengthen the construction of China’s teacher
education subject independent knowledge system;under the implementation and
guidance of practical concepts,to promote the professional growth of teachers
and the reform and innovation of teacher education curriculum;under the pursuit
of high-quality education fairness, to improve the construction of high-quality
rural teacher teams in China;under the increasing demand for highly educated
teachers and the background of the “National Excellent Program”, to promote the development of high-level comprehensive university
teacher education in China;under the trend of globalization in the digital age,
we will vigorously promote the reform and innovation of high-quality teacher
education through scientific, digital, and intellectual empowerment.Key Words: Chinese path to
modernization,teacher education,high quality development——基于2000-2022年67篇核心英文文献的范围综述（1.教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875；2.南京特殊教育师范学院特殊教育学院，江苏南京 210038）[摘要] 教师教育与神经科学的连接正在形成一个新兴的交叉学科研究领域，该领域目前缺乏研究综述。本研究采用范围综述法，对2000-2022年67篇相关文献，围绕连接教师教育与神经科学的价值、内容、路径及行动四大主题进行综述。结果显示：二者连接的价值涉及提升教学质量和促进教师专业发展；连接内容侧重教师获取神经科学知识；连接路径旨在实现神经科学知识转化，包括构建利益相关者协作对话和开设教师神经科学课程；连接行动以科学研究、合作交流和应用实践为主，分别体现在探索揭示教育教学中的脑机制，增加合作交流机会，将研究成果、技术应用于教师教育及开展教师培训项目。教师教育与神经科学两个学科初步建立连接，未来尚需拓展相关研究，以实现更深层次的学科融合。Bridging Teacher Education and Neuroscience: Value, Content, Pathways, and
Actions——A Scope Review Based on 67 Core English Literature from 2000 to 2022LIU Lisha1，LUO Sangzhaxi1，DING Ying2(1.Center for Teacher
Education Research of Beijing Normal University, Key Research Institute of
Humanities and Social Sciences for Universities, Ministry of Education，Beijing,100875,
China;2.College of Special Education, Nanjing Normal College of Special
Education, Nanjing, Jiangsu,210038, China)Abstract: Bridging Teacher
Education and Neuroscience is emerging as an interdisciplinary research field,
which lacks a comprehensive review. This study adopts a scope review to analyze
67 relevant articles (2000-2022), focusing on the four major themes of the
value, content, pathways, and actions in this field. The results show that the
value of this field involves promoting educational teaching and professional
development of teachers. The content emphasizes teachers acquiring knowledge in
neuroscience. The pathways involve knowledge translation, collaborations, and
teacher neuroscience courses. The actions encompass scientific research,
collaborative exchanges, and practical applications, reflected in exploring and
revealing the neural mechanisms in education, establishing partnerships,
applying research outcomes and technologies to teacher education, and
conducting teacher training programs. The disciplines of teacher education and
neuroscience have initially connected, deeper interdisciplinary integration is
needed for future development.Key Words: teacher education,
neuroscience, scope review（山西师范大学教育科学学院 ，山西太原 030031）[摘要] 健全师范生教育实习评价机制，是构建高质量教师教育体系的关键环节。综合考察美国三所教育学院的教育实习评价机制，呈现出如下鲜明的共性特征：基于核心教学要素和国家或州的标准，设计多维度、高标准的评价内容；采用全过程、多样化评价工具，收集和分析教师候选人的多元表现证据；实施证据采集机制、等级激励机制、反馈改进机制，保障评价过程的科学有效。建议全面拓宽实习评价的内涵，从多角度出发建立健全教育实习评价指标体系；开发与完善多样化的评价工具，利用信息技术以循证取向为评价策略；强化评价实施的科学性和反馈性，注重以教师候选人的发展为价值导向。What to Evaluate and How to Evaluate: A Re-examination of Student Teachers’
Clinical Experience Evaluation——Based on Case Studies of Three U.S. Educational InstitutesZHAO Ying, XU Wenwen,
LI Min(School of Education
Science, Shanxi Normal University, Taiyuan,Shanxi,030031, China)Abstract: A sound evaluation
mechanism for clinical experience is a key link in building a high-quality
teacher education system. A comprehensive review of the clinical experience
evaluation mechanism of the three colleges of education in the United States
shows the following common features: Multiple dimensions and high standards of
evaluation content are designed based on core teaching and learning elements
and national or state standards; the multi-performance evidence of teacher
candidates is collected and analyzed using the whole process and diversified
evaluation tools. Implement evidence collection mechanism, grade incentive
mechanism and feedback improvement mechanism to ensure the scientific and effective
evaluation process. It is suggested that the connotation of clinical experience
evaluation should be broadened comprehensively, and a sound evaluation index
system for educational internships should be established from multiple
perspectives; diversified evaluation tools should be developed and perfected,
and information technology should be utilized to take an evidence-based
evaluation strategy; the scientificity and feedback of evaluation should be
strengthened, and the development of teacher candidates should be emphasized as
the value orientation.Key Words: student
teachers, clinical experience evaluation, American College of Education[摘要] 解码专家型教师的专业特质与成长路径，是提升教师专业化水平的重要途径。课堂洞察力作为专家型教师的核心能力与特质表征，在国际教师教育领域备受关注。对专家型教师课堂洞察力国际研究文献分析发现，已有研究建构了专家型教师课堂洞察力的分析框架，形成了专家型教师课堂洞察力的研究方法，揭示了专家型教师课堂洞察力的具体表现与生成逻辑。最后对专家型教师课堂洞察力研究提出展望：提升专家型教师课堂洞察力研究的生态效度；细化专家型教师课堂洞察力的具体表现；探究专家型教师课堂洞察力的生成机制；加强专家型教师课堂洞察力的跨文化比较。Trends and Prospects of International Research on Classroom Professional
Vision of Expert Teachers（School of Psychology,
Zhejiang Normal University, Jinhua, Zhejiang,321004, China)Abstract：Decoding
the professional characteristics and growth path of expert teachers is an
important way to improve the professional level of teachers.Classroom
professional vision as a core competency and trait characterization of expert
teachers has received much attention in the international teacher education
field.An analysis of international research literature on expert teachers’
classroom professional vision finds that existing research has constructed an
analytical framework for expert teachers’ classroom professional vision, formed
research methods for expert teachers’ classroom professional vision, and
revealed the specific manifestations and generative logic of expert teachers’
classroom professional vision. Improving the ecological validity of research on
expert teachers’ classroom professional vision, refining the specific
manifestations of expert teachers’ classroom professional vision, exploring the
generative mechanism of expert teachers’ classroom professional vision, and
strengthening cross-cultural comparisons of expert teachers’ classroom
professional vision are future research trends.Key Words: expert
teacher, classroom professional vision, noticing, reasoning《教师教育研究》唯一投稿平台：
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