| 王晓燕,刘金波.军队院校教师专业阶段化发展策略研究——基于NVivo12软件的质性分析[J].军事高等教育研究,2023,46(4):90-97 |
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| 军队院校教师专业阶段化发展策略研究——基于NVivo12软件的质性分析 |
| Research on the Strategies of Teacher Professional Development in Stages in Military Academies—A Qualitative Analysis Based on NVivo12 |
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| DOI： |
| 中文关键词: 军队院校 教师 专业发展 发展策略 NVivo |
| Key Words:military academies teachers professional development development strategy NVivo |
| 基金项目:空军勤务学院军事教育理论研究课题“教师专业阶段化发展策略研究”；军队院校数学教学联席会立项课题（JY22B012） |
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| 中文摘要: |
| 教师专业阶段化发展是把教师的发展历程视为一个分阶段不断发展的过程。采用访谈作为收集质性资料的方法，运用内容分析法开展质性研究，将教师发展阶段分为新手阶段、能力构建期阶段、职业稳定期阶段和专家阶段，并将教师专业发展与职业周期、生命周期以及家庭周期有机融合，多视角解读教师专业发展各阶段影响因素，给出教师专业阶段发展的具体策略。研究表明，对新手教师的激励措施和支持体系应重点关注其对组织系统的融入以及对教师角色的理解；对能力构建期教师应重点关注其教学技能的改进，给予其学习的机会；对职业稳定期教师应重点处理职业高原、职业倦怠或专业成长机会缺乏的问题，以促进理论知识与实践应用的深入融合；对专家教师则应满足其分享专业才能的需要，以任务导向和破解专业发展难题为主要着力点。 |
| Abstract: |
| Teachers’professional development in stages means their development can be viewed as a process of developing in stages. Interviews were used to collect qualitative data，and qualitative research was conducted using Content Analysis. To integrate teachers’professional development with their professional，life and family cycles，this paper divides teachers’professional development into novice stage，ability-building stage，career stability stage and expert stage，and interprets the factors influencing each stage of teachers’professional development from multiple perspectives，and provides concrete strategies of teachers’professional development. The main conclusions are as follows：For novice teachers the incentive measures and support system should focus on their integration into the organizational system and their understanding of the role of teachers；for teachers in the stage of capacity building the focus should be on the improvement of their teaching skills，and the opportunity for them to learn；for teachers in the period of career stability the focus should be on dealing with the problems of career plateau，career slack or slack of professional growth opportunities in order to promote the integration of theoretical knowledge and practical application；for expert teachers the focus should be satisfying their needs of sharing professional achievements，task-oriented and solving the problems of professional development bottleneck. |
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