教師發展；時間關懷；空間關懷

Temporality: the Fundamental Concern of Teacher Development Research

时间是人的存在之维，教师发展研究在目的价值、过程控制、内容结构等诸多方面渗透着时间关怀的浓烈意识，体现了教育研究透过现象把握本质的不懈追求和善于梳理时间线索的历史辩证法思维。然而，单一时间、简捷明快的历史性梳理容易造成大量空间信息的丢失，宏观的历史把握则容易忽视中观、微观的空间事件。

Time is the fundamental dimension of human being， so it is in pursuit of human nature to concern temporality which provides convenience and grand historical feeling in the research of teacher development. With strong temporal concern at aspects of values， process and contents， the research of teacher development represents some aspiration to master phenomenal essentiality and historical dialectics to tidy up time clues. Nevertheless， single time concern always make any loss of spatial information easily in grand historical research to ignore any common or micro affairs in education space.