专长发展与职业发展视域下的教师心理

doi:10.16187/j.cnki.issn1001-4918.2015.01.13

摘要/Abstract

摘要： 教师的成长心理已成为教育心理学研究的一个重要领域。近十几年来,从认知心理学视角进行的教师教学专长发展心理的研究,以及从职业心理学视角进行的教师心理特征与心理健康的研究已取得很多有价值的成果。在分析国内外已有研究的基础上,为进一步推进我国教师心理研究提出了几点建议。

关键词: 教师, 专长发展心理, 职业发展心理

Abstract: The development of teachers' psychology has become an important research field in educational psychology. Recent years have witnessed fruitful researches on teachers' teaching expertise development from the perspective of cognitive psychology and teachers' psychological characteristics and mental health from the perspective of professional psychology. Based on the existing achievements at home and abroad, this paper proposed suggestions regarding further teachers' psychological researches in China.

Key words: Teacher, expertise development psychology, professional development psychology, Chinese characteristics

中图分类号:

G443

连榕. 专长发展与职业发展视域下的教师心理[J]. 心理发展与教育, 2015, 31(1): 92-99.

LIAN Rong. Teachers' Psychology: Perspectives from the Expertise and Professional Development[J]. Psychological Development and Education, 2015, 31(1): 92-99.

参考文献

Agne, K. J. (1992). Caring: The Expert Teacher's Edge.Educational Horizons,70(3), 120-24.

Borg, M. G., & Rinding, R. J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17, 263-281.

Brown, J. W. (2008). Hybrid learning in teacher education: A qualitative study about student experiences with language, culture and power in a multiculturalism classroom using online and face-to-face instructional formats. Hybrid Learning in Teacher Education: A Qualitative Study about Student.

Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers' professional identity. European Journal of Psychology of Education, 27(1), 115-132.

Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95(4), 821.

Cellier, J. M., Eyrolle, H., & Mariné, C. (1997). Expertise in dynamic environments. Ergonomics, 40(1), 28-50.

Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218.

Cho, Y. J., & Shim, S. S. (2013). Predicting teachers'achievement goals for teaching: The role of perceived school goal structure and teachers' sense of ecfficacy.Teaching and Teacher Education.32,12-21.

Cinamon, R.G., & Rich, Y. (2005). Reducing teachers' work-family conflict, from theory to practice. Journal of Career Development, 32, 91-103.

Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28 (6), 693-710.

Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042-1054.

Doherty-Sneddona, G., & Phelps, F.G. (2007). Teachers' responses to children's eye gaze. Educational Psychology, 27(1), 93-109.

Elise, T. P., & Catherine, P. B., & Patricia, A. H. (2012). Teacher-and school-level predictors of teacher efficacy and burnout:Identifying potential areas for support. Journal of School Psychology, 50, 129-145.

Esther, T. C., & Michelle, H. L. (2011). Profiling teachers' sense of professional identity. Educational Studies,5 (37), 593-608.

Fernet, C., Guay, F., Senécal C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525.

Findell, C. R. (2009). What diffenrentiate expert teachers from others? Journal of Education, 11-23.

Grove, C. M., Dixon, P. J., & Pop, M. M. (2009). Research experiences for teachers: Influences related to expectancy and value of changes to practice in the American classroom.Professional Development in Education,35(2), 247-260.

Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.

Hayes, B., Hindle, S., & Withington, P. (2007). Strategies for developing positive behaviour management. Teacher behaviour outcomes and attitudes to the change process. Educational Psychology in Practice, 23(2), 161-175.

Hattie, J. (2003). Teachers make a difference: What is the research evidence? New Zealand Council for Educational Research, 3-26.

Hester, D. B., Roel, J. B., & Margaretha P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168-179.

Hogan, T., & Rabinowitz, M. (2009). Teacher expertise and the development of a problem representation. Eduactional Psychology, 29(2), 153-189.

Hoigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers' work engagement and teacher efficacy influences on job satisfaction,burnout and the intention to quit. European Journal of Teacher Education, 35(3), 347-357.

Hinnant, J. B., O'Brien, M., & Ghazarian, S.R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662-670.

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.

Junqueira, L., & Kim,Y. J. (2013). Exploring the Relationship Between Training, Beliefs, and Teachers'Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher. The Canadian Modern Language Review, 69(2), 181-206.

Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. The Project on the Next Generation of Teachers: Harvard Graduate School of Education.

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102,741-756.

Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.

Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Researcher, 29, 146-152.

Leflot, G., Lier, P. A. C. V., Onghena, P., & Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: an intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38, 6, 869-882.

Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. (Eds). (2003). Designing professional development for teachers of science and mathematics(3^rd ed). Corwin Publishers.

Mearns, J., & Cain, J. E. (2003). Relationship between teachers' occupational stress and their burnout and distress:Roles of coping and negative mood regulation expectancies. Anxiety, Stress and Coping, 16(1), 71-82.

Milstein, M., & Farkas, J. (1988). The over-stated case of educator stress.Journal of Educational Administration, 26(2), 232-249.

Moè, A., & Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26, 1145-1153.

Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28, 458-486.

Palomera, R., Fernández-Berrocal, P., & Brackett, M. A. (2008). Emotional intelligence as a basic competency in pre-service teacher training: Some evidence. Electronic Journal of Research in Educational Psychology, 6(2), 437-454.

Pisghgahadam, R., & Sahebjam, S. (2012). Personality and Emotional Intelligence in Teacher Burnout. The Spanish Journal of Psychology, 15(1), 227-236.

Pishghadam, R., & Sahebjam, S. (2012). Personality and emotional intelligence in teacher burnout. The Spanish journal of psychology,15(01), 227-236.

Pressley, M. (1995). More about the development of self-regulation: complex, long-term, and thoroughly social. Educational Psychologist,30, 207-212.

Pressley, M., & McCormick, C. (1995). Cognition, teaching and assessment. New York: Harper Collins College Publishers.

Pyhältö, K., Pietarinen, J., & Salmela-Aro, K. (2011). Teacher-working-environment fit as a framework for burnout experienced by Finnish teachers. Teaching and Teacher Education, 27, 1101-1110.

Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes:Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.

Retelsdorf, J., Butler, R., Streblow, L., & Schiefele. (2010). Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20, 30-46.

Rimm-Kaufman, S. E., LaParo, K. M., Downer, J. T., & Pianta, R. C. (2005). The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms. The Elementary School Journal, 105(4), 377-394.

Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high-and low-expectation teachers. British Journal of Educational Psychology, 77, 289-306.

Rubie-Davies, C. M., & Peterson, E. R. (2011). Teacher expectations and beliefs: Influences on the socioemotional climate.Educational Psychology: Concepts, Research and Challenges Routledge, London, 134-149.

Sharma, U., & Loreman T. (2012). Chris Forlin.Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21.

Shulman, L. (1986). Those who understand knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625.

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26, 1059-1069.

Smith, K. (2005). Teacher educators' expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21, 177-192.

Stemler, S. E., Elliott, J. G., Grigorenko, E. L., & Sternberg, R. J. (2006). There's more to teaching than instruction: Seven strategies for dealing with the practical side of teaching. Educational Studies, 32(1), 101-118.

Sternberg, R. J., & Horvath, J.A. (1995). A prototype view of expert teaching. Educational Researcher, 246, 9-17.

Stolpe, K., & Björklund, L. (2012). Seeing the Wood for the Trees: Applying the dual-memory system model to investigate expert teachers' observational skills in natural ecological learning environments. International Journal of Science Education, 34(1), 101-125.

Swinson, J., & Knigh, R. (2007). Teacher verbal feedback directed towards secondary pupils with challenging behaviour and its relationship to their behaviour. Educational Psychology in Practice, 23(3), 241-255.

Tsui, A. B. M. (2003). Characteristics of expert and novice teachers. Understanding Expertise in Teaching: Case Studies in ESL Teaching, 22-41.

Wilson, S. M. (2013). Professional development for science teachers. Science, 340, 310.

Zellars, K. L., Perrewe, P. L., & Hochwarter, W. A. (2000). Burnout in health care: The role of the five factors of personality. Journal of Applied Social Psychology, 30, 1570-1598.

葛玲霞. (2007). 教师情绪调节及应付方式的差异性研究——基于新手—专家型教师的比较. 集美大学学报(教育科学版), (03), 33-37.

李亚真, 潘贤权, 连榕. (2010). 新手—熟手—专家型教师主观幸福感与教学动机的研究. 心理科学, (03), 705-707, 704.

连榕. (2004). 新手—熟手—专家型教师心理特征的比较. 心理学报, (01), 44-52.

连榕. (2008). 教师教学专长发展的心理历程. 教育研究, (2), 15-20.

连榕, 孟迎芳, 廖美玲. (2003). 专家-熟手-新手型教师教学策略与成就目标、人格特征的关系研究. 心理科学, 26(1), 28-31.

廖美玲, 连榕. (2002). 新手-熟手-专家型教师成就目标定向与人格特征的研究. 应用心理学, (04), 41-46.

连榕. (2007). 教师专业发展. 北京：高等教育出版社. 116-122.

连榕. (2010). 教师职业生涯发展. 北京：中国轻工业出版社. 129-141.

林崇德, 申继亮, 辛涛. (1996). 教师素质的构成及其培养途径. 中国教育学刊, (06), 16-22.

孟迎芳, 连榕, 郭春彦. (2004). 专家—熟手—新手型教师教学策略的比较研究. 心理发展与教育, (04), 70-73.

潘贤权, 连榕, 李亚真. (2005). 新手—熟手—专家型教师教学动机特点研究. 教学与管理(18), 23-24.

申继亮, 张彩云. (2006). 教师反思性对话的实践模式. 教师教育研究, (04), 30-34.

孙晓林. (2006). 高中新手—熟手型物理教师课堂教学行为差异研究. 苏州大学硕士学位论文.

唐卫海, 韩维莹, 仝文. (2010). 专家教师与新手教师教学行为的比较. 天津师范大学学报(社会科学版)(01), 77-80.

吴莹莹, 连榕. (2014). 情绪能力: 探讨教师情绪的新视角. 心理科学, 37(5), 28-31.

王福兴, 芦咏莉, 段朝辉, 周宗奎. (2013). 不同经验教师对学生课堂行为加工的眼动研究. 心理发展与教育(04), 391-399.

王福兴, 申继亮, 田宏杰, 周宗奎. (2010). 专家与新手教师对静态课堂教学场景的知觉差异.心理发展与教育, (06), 612-617.

伍志鹏, 吴庆麟, 罗玉花. (2011). 小学数学教师隐喻与问题解决的研究. 江苏教育学院学报(社会科学), (02), 45-49, 141.

俞国良, 罗晓路. (1999). 专家—新手型教师教学效能感和教学行为的研究. 心理学探新, (02), 32-39

杨翠蓉, 胡谊, 吴庆麟. (2005). 教师知识的研究综述. 心理科学(05), 1167-1169, 1173.

杨翠蓉, 李同吉, 吴庆麟. (2009). 教学计划过程中教学专长的专家—新手比较研究. 心理科学(02), 462-465.

杨翠蓉, 吴庆麟, 周成军. (2012). 教学决策的专家—新手比较研究. 中国特殊教育(09), 88-93.

杨翠蓉, 周成军, 吴庆麟. (2007,11月). 教学实施过程中教师知识的专家-新手比较研究. 第十一届全国心理学学术会议, 中国河南开封.

张学民, 申继亮, 林崇德. (2002). 小学教师选择注意与洞察力对课堂信息知觉的影响. 心理发展与教育(03), 57-62.

张学民, 申继亮, 林崇德. (2007). 小学教师课堂信息加工能力的研究. 心理发展与教育(01), 76-81.

张学民, 申继亮, 宋艳, 朱青云. (2010). 小学教师课堂信息加工的特点和规律. 北京师范大学学报(社会科学版)(01), 51-56.

郑婷芳, 连榕. (2006). 新课程背景下中学教师角色内心理冲突调查. 中国健康心理学杂志(03), 322-324.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	王鑫强, 李金文, 卢红燕, 赖正伟, 李佳源. 择偶优劣势对师范大学生教师职业认同的影响：择偶价值感的中介及自尊的调节作用[J]. 心理发展与教育, 2024, 40(1): 64-73.
[2]	姚计海, 蒋雨含, 邹弘晖. 教师教学自主权与教学反思的关系:心理授权和职业承诺的中介作用[J]. 心理发展与教育, 2023, 39(6): 842-849.
[3]	杨振芳. 工作支持对乡村教师工作激情的影响:基本心理需要满足的多重中介作用[J]. 心理发展与教育, 2023, 39(6): 850-858.
[4]	黄杰, 朱丹, 杨澳. 实习初期教师职业认同的发展轨迹及其与主动性人格的关系:一项追踪研究[J]. 心理发展与教育, 2023, 39(1): 40-47.
[5]	邓林园, 高诗晴, 王婧怡, 李蓓蕾. 新冠疫情期间中小学教师工作-家庭冲突和抑郁:有调节的中介模型[J]. 心理发展与教育, 2023, 39(1): 121-131.
[6]	李玉华, 王桐, 刘悦, 俞劼, 林崇德. 教师创造性教学行为与小学生创造性思维的关系：有调节的中介模型[J]. 心理发展与教育, 2022, 38(4): 513-519.
[7]	李蓓蕾, 高婷, 张莉莉, 周楠, 邓林园. 学生感知的教师欺凌态度与学生欺凌行为的关系——学生欺凌态度的中介作用及其性别的调节作用[J]. 心理发展与教育, 2022, 38(3): 348-357.
[8]	王国霞, 赵扬. 教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用[J]. 心理发展与教育, 2022, 38(3): 380-390.
[9]	吴甲旺, 李红霞, 司继伟. 小学低年级儿童的计算流畅性与数学焦虑:基于变量为中心与个体为中心的分析[J]. 心理发展与教育, 2022, 38(1): 72-80.
[10]	周思妤, 王艺卓, 李晓巍. 幼儿园新教师学历与离职意向的关系:入职适应、工作满意度的多重中介作用[J]. 心理发展与教育, 2021, 37(5): 675-682.
[11]	贾绪计, 蔡林, 林琳, 林崇德. 高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用[J]. 心理发展与教育, 2020, 36(6): 700-707.
[12]	汪海彬, 张鹏程, 卢家楣, 瞿琼, 张燕. 职前教师情绪觉察能力对情绪信息注意偏向的影响[J]. 心理发展与教育, 2020, 36(4): 462-468.
[13]	张云运, 刘思辰, 任萍, 牛丽丽. 学生学业和行为特征如何影响教师支持？来自个体和圈子层面的证据[J]. 心理发展与教育, 2020, 36(3): 318-328.
[14]	黎光明, 陈子豪, 张敏强. 高校教师教学水平评价概化理论预算限制下最佳样本量估计[J]. 心理发展与教育, 2020, 36(3): 378-384.
[15]	林颐宣. 主动性人格对小学教师工作满意度的影响:一个有调节的中介模型[J]. 心理发展与教育, 2020, 36(1): 103-112.