教师教育研究2026，Vol.38Issue(3)：114-121,8.
教师个人理论建构的国际经验
International Experiences in Teacher Theoretical Construction:A Systematic Review of Core Empirical Evidence in English Research Literature
摘要
Abstract
The asymmetry between theoretical and practical discourse has long existed in the field of education.Teachers'rich practical knowledge is often difficult to disseminate widely due to the lack of systematic theoretical articulation,high-lighting an urgent need to draw on international experiences of teachers'personal theory construction to enhance Chinese teachers'theoretical capacity.Using a systematic literature review as a methodological approach,this study analyzes 24 em-pirical studies published from 1956 to 2023.The findings indicate that teachers'constructed theories are primarily aimed at addressing real-world problems and focus on four core themes:teaching methods,project evaluation,curriculum design,and educational philosophy.The logic of theory construction integrates abductive,deductive,and inductive reasoning.The constructed theories promote the development of teachers,students,disciplines,and society;however,limitations remain,particularly regarding the transferability of these theories.Drawing on these findings,this study proposes recommendations for cultivating teachers'capacity for personal theory construction to continuously promote an equitable dialogue between practice and theory in China.关键词
理论建构/教师专业发展/实证研究/系统性文献综述Key words
theory construction/teacher professional development/empirical research/systematic literature review分类
社会科学引用本文复制引用
张璐瑶,胡扬邦,刘淼,廖伟..教师个人理论建构的国际经验[J].教师教育研究,2026,38(3):114-121,8.基金项目
中国高等教育学会2025年度高等教育科学研究规划课题重点项目"名师个人实践理论建构、运用与影响的实证研究"(25JS0204) （25JS0204）
国家社会科学基金教育学一般课题"我国当代中小学教学名师成长的本土路径与机制研究"(BHA220118) （BHA220118）
