基于专业成长档案的教师角色认知新路径研究-以英语专业师范生为例

基于专业成长档案的教师角色认知新路径研究——以英语专业师范生为例基于专业成长档案的教师角色认知新路径研究——以英语专业师范生为例摘要：随着教育改革的不断推进，教师的角色和职责也在不断发生变化。教师不仅要具备扎实的学科知识和教学能力，还需要具备一定的专业素养和教育技能。本文通过对英语专业师范生的调研和分析，探讨了基于专业成长档案的教师角色认知新路径，以提高师范生在教师专业成长过程中的自我认知和发展。关键词：专业成长档案、教师角色、认知、英语专业师范生一、引言随着社会的发展和教育改革的进展，教师的角色和职责发生了重大变化。在过去，教师主要是以传授知识和培养能力为主要任务，而现在，教师不仅需要具备扎实的学科知识和教学能力，还要具备一定的专业素养和教育技能。在这种背景下，专业成长档案成为了师范教育的重要组成部分之一。本文将以英语专业师范生为例，探讨基于专业成长档案的教师角色认知新路径。二、教师角色在专业成长档案中的体现专业成长档案是师范生在教师专业成长过程中的一份重要文件，其中包括教育背景、专业成绩、教育实习经历等。而在这些文件中，教师角色是一个重要的方面。教师角色的体现包括教师在课堂教学中的角色、教师在学生发展中的角色以及教师在学校组织中的角色。首先，在课堂教学中，教师扮演着知识传授者的角色。教师需要具备扎实的学科知识和教学能力，通过合理的教学设计和教学方法，帮助学生掌握知识和培养能力。师范生的专业成长档案中应该体现教师在课堂教学中的角色，包括教学目标的设定、教学活动的设计以及教学评价的方法等。其次，在学生发展中，教师扮演着引导者和辅导者的角色。教师需要关注学生的心理和学习特点，通过个性化的教育方法和心理辅导，帮助学生全面发展。师范生的专业成长档案中应该体现教师在学生发展中的角色，包括个别辅导记录、学生发展评价等。最后，在学校组织中，教师扮演着领导者和协调者的角色。教师需要参与学校的组织管理，协调各方面资源，推动学校的发展。师范生的专业成长档案中应该体现教师在学校组织中的角色，包括学校管理经验、学校项目参与等。三、基于专业成长档案的教师角色认知新路径基于专业成长档案的教师角色认知新路径是指通过教师在专业成长档案中的角色体现，帮助师范生对自己的教师角色进行认知和发展。这可以通过以下几个方面来实现。首先，师范生可以通过观察和实践来认识教师角色。在教育实习和实践中，师范生可以通过观察和参与教师的教学和管理活动，了解教师的角色和责任。同时，师范生还可以通过参与教育实习和志愿教学等活动，亲身体验教师角色，从而对教师角色有更深刻的认识。其次，师范生可以通过反思和总结来提高教师角色认知。师范生可以通过反思和总结教育实习和志愿教学的经验，思考自己在教师角色中的优点和不足，进而制定改进方案。同时，师范生还可以通过与教师和同学的交流，了解他人对自己教师角色的认识和评价，从而进一步调整和提高自己的教师角色认知。最后，师范生可以通过培训和学习来丰富教师角色认知。师范生可以参加教师培训和学习活动，提升自己的教学和管理能力。同时，师范生还可以通过阅读教育相关的书籍和论文，了解教师角色的最新理论和实践，进一步拓宽自己的教师角色认知。四、结论基于专业成长档案的教师角色认知新路径是师范生在教师专业成长过程中的重要内容。通过教师角色的体现和认知，可以帮助师范生对自己的教师角色进行认知和发展，提高教师的专业素养和教育能力。因此，在教师教育和培训中，应该重视基于专业成长档案的教师角色认知，帮助师范生全面提升自己的教师角色意识和能力。参考文献：1.刘星宇.基于专业成长档案的教师角色认知与提升[J].职业技术教育研究,2019,21(2):76-80.2.张丹阳.基于专业课教师角色的认知培养路径研究[J].教育教学论坛,2020,40(3):82-85.3.李明阳.师范生专业成长档案的设计与实施[D].华中师范大学,2018.Abstract:Withthecontinuousadvancementofeducationreform,theroleandresponsibilitiesofteachershavealsoundergonesignificantchanges.Teachersnotonlyneedtohavesolidsubjectknowledgeandteachingskills,butalsoneedtopossesscertainprofessionalliteracyandeducationalskills.Thispaper,basedonasurveyandanalysisofEnglishmajorteachercandidates,exploresanewpathforteachers'rolecognitionbasedonprofessionalgrowthrecords,inordertoimprovetheself-awarenessanddevelopmentofteachercandidatesintheirprofessionalgrowthprocess.Keywords:professionalgrowthrecord,teacherrole,cognition,Englishmajorteachercandidates-IntroductionWiththedevelopmentofsocietyandtheprogressofeducationreform,theroleandresponsibilitiesofteachershaveundergonemajorchanges.Inthepast,teacherswereprimarilyresponsibleforimpartingknowledgeandcultivatingabilities.However,nowteachersnotonlyneedtohavesolidsubjectknowledgeandteachingskills,butalsoneedtopossesscertainprofessionalliteracyandeducationalskills.Inthiscontext,professionalgrowthrecordshavebecomeanimportantpartofteachereducation.ThispapertakesEnglishmajorteachercandidatesasanexampletoexploreanewpathforteachers'rolecognitionbasedonprofessionalgrowthrecords.II.ThemanifestationofteacherrolesinprofessionalgrowthrecordsProfessionalgrowthrecordsareimportantdocumentsforteachercandidatesintheirprofessionalgrowthprocess,includingeducationalbackground,academicperformance,teachinginternshipexperience,etc.Amongthesedocuments,teacherrolesareanimportantaspect.Themanifestationofteacherrolesincludestherolesofteachersinclassroomteaching,instudentdevelopment,andinschoolorganizations.Firstly,inclassroomteaching,teachersplaytheroleofknowledgedisseminators.Teachersneedtohavesolidsubjectknowledgeandteachingskillstohelpstudentsmasterknowledgeandcultivateabilitiesthroughreasonableteachingdesignandteachingmethods.Teacherrolesinclassroomteachingshouldbereflectedintheprofessionalgrowthrecordsofteachercandidates,includingthesettingofteachingobjectives,thedesignofteachingactivities,andmethodsofteachingevaluation.Secondly,instudentdevelopment,teachersplaytherolesofguidesandmentors.Teachersneedtopayattentiontostudents'psychologicalandlearningcharacteristics,andtohelpstudentsdevelopcomprehensivelythroughindividualizedteachingmethodsandpsychologicalcounseling.Theprofessionalgrowthrecordsofteachercandidatesshouldreflecttherolesofteachersinstudentdevelopment,includingindividualcounselingrecordsandstudentdevelopmentevaluations.Finally,inschoolorganizations,teachersplaytherolesofleadersandcoordinators.Teachersneedtoparticipateinschoolorganizationandmanagement,coordinatevariousresources,andpromotethedevelopmentoftheschool.Theprofessionalgrowthrecordsofteachercandidatesshouldreflecttherolesofteachersinschoolorganizations,includingschoolmanagementexperiencesandparticipationinschoolprojects.III.ThenewpathforteacherrolecognitionbasedonprofessionalgrowthrecordsThenewpathforteacherrolecognitionbasedonprofessionalgrowthrecordsreferstohelpingteachercandidatestounderstandanddeveloptheirownteacherrolesthroughthereflectionofteacherrolesinprofessionalgrowthrecords.Thiscanbeachievedthroughthefollowingaspects.Firstly,teachercandidatescanunderstandtheteacherrolesthroughobservationandpractice.Inteachinginternshipsandpracticalactivities,teachercandidatescanunderstandtherolesandresponsibilitiesofteachersthroughobservationandparticipationinteachingandmanagementactivities.Atthesametime,teachercandidatescanalsoexperiencetheroleofteachersthroughparticipatinginteachinginternshipsandvolunteerteaching,inordertohaveadeeperunderstandingofteacherroles.Secondly,teachercandidatescanimprovethecognitionofteacherrolesthroughreflectionandsummarization.Teachercandidatescanreflectonandsummarizetheirexperiencesinteachinginternshipsandvolunteerteaching,reflectontheirstrengthsandweaknessesinteacherroles,anddevelopimprovementplansaccordingly.Atthesametime,teachercandidatescanalsocommunicatewithteachersandclassmatestounderstandothers'perceptionandevaluationoftheirteacherroles,soastofurtheradjustandimprovetheirownteacherrolecognition.Finally,teachercandidatescanenrichtheircognitionofteacherrolesthroughtrainingandlearning.Teachercandidatescanparticipateinteachertrainingandlearningactivitiestoenhancetheirteachingandmanagementabilities.Meanwhile,teachercandidatescanalsoreadeducationalbooksandpaperstounderstandthelatesttheoriesandpracticesofteacherroles,andfurtherbroadentheirteacherrolecognition.IV.ConclusionThenewpathforteacherrolecognitionbasedonprofessionalgrowthrecordsisanimportantpartofteachercandidates'professionalgrowthprocess.Throughthereflectionandcognitionofteacherroles,teachercandidatescanunderstandanddeveloptheirownteacherr