教师教育研究2024，Vol.36Issue(6)：84-91,8.
以身载道:师范生具身师德学习机制扎根理论研究
Embodiment of the Morality:A Grounded Theory Study on the Mechanism of Pre-Service Teachers'Learning of Professional Morality
摘要
Abstract
Pre-service teachers'moral learning is an intrinsic requirement for the construction of teacher moral and profes-sionalism.This research employs grounded theory to encode and analyze data from the embodied teacher moral learning process of pre-service teachers,constructing a mechanism for embodied teacher moral learning centered on the core phenom-enon of"embodiment of the morality".Within the context of embodied teachers'moral learning courses,the learning envi-ronment is characterized by an empathetic approach,where cognitive conflicts and emotional experiences of pre-service teachers serve as intervening conditions for"embodiment of the morality".Pre-service teachers engage in learning activities with diverse strategies based on the distinction between moral and practical knowledge,leading to a unified presentation of learning outcomes in post-practice reflections.The learning effect is uniformly presented in the practice posterior,which in-dicates the effectiveness of embodied teacher moral learning,while the differentiation and path required by each teacher ech-oes the difference of its action strategies,and responds to the value purport of"embodiment of the morality".关键词
具身认知/师德学习/具身师德学习/师德学习机制Key words
embodied cognition/teacher moral learning/embodied teacher moral learning/teacher moral learning mecha-nism分类
社会科学引用本文复制引用
王泓瑶,裴淼..以身载道:师范生具身师德学习机制扎根理论研究[J].教师教育研究,2024,36(6):84-91,8.基金项目
2022年度教育部人文社会科学重点研究基地重大项目《基于实验室多模态数据的教师学习系统及其运行机制研究》(22JJD880010)阶段成果 （22JJD880010）
2022年度北京师范大学教学建设与改革项目《专业学位研究生课程"师德学习的理论与实践:具身教学法路径"的设计实施和成效检验》阶段成果 （）
