国际教师教育研究的分布特征、研究前沿与知识基

发布时间：2018-05-25 17:38

本文选题：教师教育研究 + 研究前沿　；参考：《教师教育研究》2016年05期

【摘要】：基于2000-2015年"SSCI"教师教育类专业期刊的文献计量分析发现:国际高水平教师教育研究呈现增长态势,美国占据着中心位置,中国大陆国际化研究水平需提升。国际教师教育研究以职前、数学、科学领域教师为重要研究对象,以教师知识、教师专业发展、教师学习、教师信念、效能感、认同等为重要研究主题,师生关系、文化情境、教师实践等构成其重要研究视角。国际教师教育研究的主流研究方法包括质性研究、扎根研究、叙事研究、自然研究法、个案研究等,主要理论基础包括情境、社会认知学习理论、专业行动理论、实践共同体理论、社会文化心理理论以及教育文化理论。国际教师教育研究还有累积性特征,强调本领域的经典研究、述评和报告。
[Abstract]:Based on the bibliometric analysis of the "SSCI" professional journal of teacher education from 2000 to 2015, it is found that the international research on high level teacher education is on the increase trend, the United States occupies the central position, and the international research level of mainland China needs to be improved. The international research on teacher education takes teachers in the fields of pre-service, mathematics and science as the main research objects, teachers' knowledge, teachers' professional development, teachers' learning, teachers' belief, efficacy, identity, etc., as the main research topics, teacher-student relationship, cultural situation, etc. Teachers' practice constitutes its important research perspective. The mainstream research methods of international teacher education research include qualitative research, rooted research, narrative research, natural research, case study, etc. The main theoretical basis includes context, social cognitive learning theory, professional action theory, etc. Practice community theory, sociocultural psychology theory and educational culture theory. The international teacher education research also has the accumulative characteristic, emphasizes this field classical research, the review and the report.
【作者单位】：浙江师范大学教师教育学院;华东师范大学教育学部;
【分类号】：G659.1;G353.1

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