活动理论视域下职前教师ICM专业品性发展模式构建-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Construction of Teacher Candidates’ ICM Disposition Development Model from the Perspective of Activity Theory

Author(s):: FANG Bi-yue; ZHANG Zhi-jiang; (School of Foreign Languages,Jimei University,Xiamen 361021,China)

Keywords:: teacher disposition; ICM framework; teacher candidate; Activity Theory; U-S teacher education community

摘要:: 专业品性是教师达成教学目标的行为倾向性以及运用恰当的知识与技能的自我意识和语境意识，体现了教师的职业态度、价值观与信念，是内在师德的外化行为表现。基于活动理论，职前教师ICM专业品性发展模式以侧重ICM三个维度的多样化任务和品性评估为中介，以U-S教师教育共同体为专业品性示范与共建平台，以分工协调U-S教师教育共同体在ICM专业品性发展活动中的任务，以规则促进职前教师与U-S教师教育共同体的交互，旨在探索能持续促进职前教师专业品性发展的元素，提高职前教师师德建设与发展的实操性和实效性。

Abstract:: Professional dispositions involve a teacher’s behavior inclination to achieve particular teaching purposes,the awareness of the self and context to employ appropriate knowledge and skills,demonstrating a teacher’s professional attitudes,values and beliefs,thus being external performances of internalized teacher morality.Based on Activity Theory,the Teacher Candidates’ ICM Disposition Development Model takes diverse tasks focusing on the three dimensions of ICM and disposition evaluation as the mediating artifacts,U-S teacher education community as the platform for modeling and fostering teacher disposition,coordinates the tasks for developing ICM disposition by labor divisions in U-S teacher education community,and facilitates the interaction between teacher candidates and U-S teacher education community by rules.The model aims at exploring factors favorable for continuously fostering teacher candidates’ disposition development,and enhancing the feasibility and effectiveness of teacher morality construction and development.