論当代西方教师职必生涯发展研究的三个理論面向

Three Approaches in Studies on Teachers' Career Trajectories

自20世纪70年代起，在心理学和社会学有关人类自我和社会性发展研究的基础 上，教师职业生涯研究形成了发展取向（阶段模型）、叙事取向（自传模型）以及介于二者之间的 动态取向（动态模型）三种理论取向及其研究范式。发展取向的研究认为教师的职业生涯随年 龄和教龄增长呈现线性的阶段特征;动态取向的研究则认为教师的职业生涯表现复杂，呈非线 性的动态生涯轨迹；叙事取向的研究则更加关注教师个体对职业生涯的理解和主观能动性对 教师职业生涯的影响。

Three approaches have been formulated in the field of teacher career development research since 1970s influenced by study on self and life span of human beings from psychological and sociological perspective. The first approach is from the perspective of development ( stage model)， which believes that teachers' career development follows a liner model and can be divided into different stages. Contrary to development approach， dynamic approach claims trajectories of teachers' career development is non-liner and can flow up and down during teachers' life. Using biography and narrative as methodology， the last biography-narrative approach explores how individual teacher explaining and making sense of his/her career trajectory and what is the role of personal agencies in teachers career trajectories.