中华人民共和国教育部. 教育部教师工作司关于印发《教育部教师工作司2023年工作要点》的通知[EB/OL]. (2023-02-18)[2023-04-27]. http://www.moe.gov.cn/s78/A10/tongzhi/202304/t20230427_1057568.html.
中华人民共和国教育部. 国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL]. (2010-07-29)[2023-04-27]. http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729_171904.html.
中华人民共和国教育部. 教育部关于加强师范生教育实践的意见[EB/OL]. (2016-03-21)[2023-04-27]. http://www.moe.gov.cn/srcsite/A10/s7011/201604/t20160407_237042.html.
李凌云. 基于课例研究的职前教师实践性知识培养——以教育实习阶段为例[J]. 南京晓庄学院学报, 2015(3): 78-81, 123. doi: 10.3969/j.issn.1009-7902.2015.03.017
朱晓民, 张虎玲. 教育实习对高师生教育学知识发展的影响研究[J]. 教师教育研究, 2010(3): 10-15. doi: 10.13445/j.cnki.t.e.r.2010.03.012
HIRSCH I. Book review: review in retrospect: the interpersonal theory of psychiatry. By Harry Stack Sullivan; edited by Helen Swick Perry and Mary Ladd Gawel. New York: W.W. Norton, 1953, 393 pp., $12.95[J]. Journal of the American Psychoanalytic Association, 2004, 52(1): 257-265. doi: 10.1177/00030651040520011001
GERTH H, MILLS C W. Character and social structure: the psychology of social institutions[M]. New York: Harcourt, Brace and Company, 1953: 106-111.
KARMOS A H, JACKO C M. The role of significant others during the student teaching experience[J]. Journal of Teacher Education, 1977, 28(5): 51-55. doi: 10.1177/002248717702800519
张晓辉, 赵宏玉. 政策满意度、教师支持对免费师范生职业认同的作用: 从教动机的中介效应[J]. 心理发展与教育, 2016(6): 725-732.
邹逸. 指导教师支持对初任教师职业承诺的影响——以入职适应、职业认同为中介[J]. 基础教育, 2018(6): 54-61.
SUJ Z X. Sources of influence in preservice teacher socialization[J]. Journal of Education for Teaching, 1992, 18(3): 239-258. doi: 10.1080/0260747920180303
李小红, 秦晋. 教育实习中实习生学科教学知识的发展及其改进[J]. 教育研究, 2015(12): 141-145.
FIEDLER M L. Bidirectionality of influence in classroom interaction[J]. Journal of Educational Psychology, 1975, 67(6): 735-744. doi: 10.1037/0022-0663.67.6.735
HALLER E J. Pupil influence in teacher socialization: a socio-linguistic study[J]. Sociology of Education, 1967, 40(4): 316-333. doi: 10.2307/2111939
WENGER E. Communities of practice: learning, meaning and identity[M]. Cambridge: Cambridge University Press, 1998: 150.
WYNN M, KROMREY J. Paired peer placement with peer coaching to enhance prospective teachers' professional growth in early field experience[J]. Action in Teacher Education, 2000, 22(sup2): 73-83. doi: 10.1080/01626620.2000.10463041
SHIN E K, WILKINS E A, AINSWORTH J. The nature and effectiveness of peer feedback during an early clinical experience in an elementary education program[J]. Action in Teacher Education, 2007, 28(4): 40-52. doi: 10.1080/01626620.2007.10463428
FRANZAK J K. Developing a teacher identity: the impact of critical friends practice on the student teacher[J]. English Education, 2002, 34(4), 258-280.
MCALLISTER E A, NEUBERT G A. New teachers helping new teachers: preservice peer coaching[M]. Bloomington: ERIC Clearinghouse on Reading, English, and Communication, 1995.
FEIMAN-NEMSER S, PARKER M B. Mentoring in context: a comparison of two U.S. programs for beginning teachers[J]. International Journal of Educational Research, 1993, 19(8): 699-718. doi: 10.1016/0883-0355(93)90010-H
雷浩. 影响教师教学反思的关键因素及其作用程度分析[J]. 教育发展研究. 2015(12): 52-58.
SUTHERLAND L, HOWARD S, MARKAUSKAITE L. Professional identity creation: examining the development of beginning preservice teachers' understanding of their work as teachers[J]. Teaching and Teacher Education, 2010, 26(3): 455-465. doi: 10.1016/j.tate.2009.06.006
MACLEAN R, WHITE S. Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers[J]. Reflective Practice, 2007, 8(1): 47-60. doi: 10.1080/14623940601138949
SHELTON E N. Faculty support and student retention[J]. Journal of Nursing Education, 2003, 42(2): 68-76. doi: 10.3928/0148-4834-20030201-07
SAFT E W, PIANTA R C. Teachers' perceptions of their relationships with students: effects of child age, gender, and ethnicity of teachers and children[J]. School Psychology Quarterly. 2001, 16(2): 125-141. doi: 10.1521/scpq.16.2.125.18698
WANG M T, BRINKWORTH M, ECCLES J. Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment[J]. Developmental Psychology, 2013, 49(4): 690-705.
AKBARI R, BEHZADPOOR F, DADVAND B. Development of English language teaching reflection inventory[J]. System, 2010, 38(2): 211-227.
刘攀, 邓磊. 卓越教师评价标准的国际比较及其启示——基于社会网络分析法[J]. 教师教育学报, 2023(1): 91-99.
兰英, 杨霞. 基于SECI模型的实习教师隐性知识显性化探究[J]. 教师教育学报, 2020 (2): 1-11.
穆岚, 齐春林. 协同教学——教师实习新模式探微[J]. 教育探索, 2015(12): 132-135.