Becoming a teacher: encouraging development of teacher identity through reflective practice
Becoming a teacher: encouraging development of teacher identity through reflective practice
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成为一名教师：通过反思实践鼓励教师身份的发展
DOI：
10.1080/1359866052000341124
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发表时间：
2005
影响因子：
2.6
通讯作者：
J. Walkington
中科院分区：
文献类型：
--
作者：
J. Walkington
学会教学的模式认识到大学和学校环境之间的重要关系。在有效的初任教师的发展中，每种环境中的教育工作者所扮演的角色并不是离散的。他们互相扶持，互相扶持。基于现有的文献，并利用最新的数据，本文挑战教师教育工作者考虑如何职前教师的核心信念和看法影响的动态学教和教师身份的建立。为了促进这些，有人认为，咨询辅导模式，承认个性是更有效的教师身份的增长比更传统的监督模式，主要集中在社会化。反思性实践被认为是至关重要的，它的发展是所有教师教育者的责任，无论是在大学还是在学校。
Models of learning to teach recognize the important relationship between university and school settings. The roles that educators in each setting play in the development of effective beginning teachers are not discrete. Rather they complement and support one another. Building upon existing literature, and utilizing recent data, this paper challenges teacher educators to consider how pre‐service teacher core beliefs and perceptions affect the dynamics of learning to teach and the establishment of a teacher identity. To facilitate these, it is argued that a consultative mentoring model that acknowledges individuality is more effective in the growth of teacher identity than the more traditional supervision model that focuses mainly on socialization. Reflective practice is promoted as crucial and its development is the responsibility of all teacher educators—both at university and in the schools.