西方實(shí)踐型教師教育者專業(yè)自我建構(gòu)及其影響因素_2

1、    西方實(shí)踐型教師教育者專業(yè)自我建構(gòu)及其影響因素    （三）幫助教師教育者建立專業(yè)交往教師教育者共同體成員之間的交往，有利于形成一些共享的專業(yè)信念和專業(yè)規(guī)范，能夠提高專業(yè)集體身份辨識(shí)度，并且可以讓教師教育者個(gè)體獲得專業(yè)歸屬感。在實(shí)踐操作層面，應(yīng)考慮根據(jù)教師教育者專業(yè)自我建構(gòu)的階段性特點(diǎn)提供適當(dāng)?shù)膶I(yè)交往平臺(tái)。初任教師教育者渴望獲得前輩的指點(diǎn)與幫助，為他們指派師傅，將提高他們專業(yè)自我建構(gòu)的質(zhì)量和速度；職業(yè)中期，教師教育者希望拓展專業(yè)版圖，應(yīng)幫助其建立廣泛專業(yè)交往的實(shí)踐機(jī)會(huì)、資源與平臺(tái)，避免其職業(yè)中期倦怠和專業(yè)自我能動(dòng)性的減弱；自我實(shí)現(xiàn)階段的教師教育者

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