吴文涛, 张旭. 现实·媒介·认知: 幼儿教师形象的三重建构[J]. 教育发展研究, 2017(10): 20-25.
朱小蔓. 童心母爱: 永不熄灭的教育精神——纪念斯霞诞辰100周年[J]. 课程·教材·教法, 2011(2): 24-28.
ALBEE J J, PIVERAL J A. Management process for defining and monitoring teacher dispositions[J]. International journal of educational management, 2003(7): 346-356.
BORKO H, LISTON D, WHITCOMB J A. Apples and fishes: the debate over dispositions in teacher education [J]. Journal of teacher education. 2007(5): 359-364.
WEST C, BAKER A, EHRICH J F, et al. Teacher disposition scale (TDS): construction and psychometric validation[J]. Journal of further and higher education, 2018(2): 1-16.
SHUDAK, NICHOLAS J. Assessment of teacher candidate dispositions: evidence of reliability and validity[J]. Teacher education quarterly, 2016(1): 71-89.
亚里士多德. 诗学[M]. 陈中梅, 译. 北京: 商务印书馆. 1996: 27-30.
SERVET A, FARBER L J. Teachers' narratives: a source for exploring the influences of teachers' significant life experiences on their dispositions and teaching practices[J]. Teaching and teacher education, 2018(8): 238-248.
KATZ L G, RATHS J D. Dispositions as goals for teacher education[J]. Teaching and teacher education, 1985(4): 301-307.
RUITENBERG, CLAUDIA W. The trouble with dispositions: a critical examination of personal beliefs, professional commitments and actual conduct in teacher education[J]. Ethics & education, 2011(1): 41-52.
SOCKETT H. Dispositions as virtues: the complexity of the construct[J]. Journal of teacher education, 2009(3): 291-303.
BURANT T J, CHUBBUCK S M, WHIPP J L. Reclaiming the moral in the dispositions debate[J]. Journal of teacher education, 2007(5): 397-411.
NELSEN P J. Intelligent dispositions: dewey, habits and inquiry in teacher education[J]. Journal of teacher education, 2015(1): 86-97.
SCHUSSLER D L, STOOKSBERRY L M, BERCAW L A. Understanding teacher candidate dispositions: reflectingto build self-awareness[J]. Journal of teacher education, 2010(4): 350-363.
JEONGHEE K, AARON Z. Bildung, bildungsroman, and the cultivation of teacher dispositions [J]. Teacher educator, 2017(3): 235-249.
朱旭东, 张华军. 教师专业精神研究[M]. 北京: 北京师范大学出版社, 2017.
MARY E, DIEZ, JAMES R. Dispositions in teacher education[M]. Charlotte. NC: Information Age Publishing, 2007: 55-87.
FREEMAN B J, GARNER C M, SCHERER R, et al. Discovering expert perspectives on dispositions and remediation: a qualitative study[J]. Counselor education and supervision, 2019(3): 209-224.
刘小红, 杜尚荣. 论幼儿教师资格的"品性"标准[J]. 教育与教学研究, 2012(4): 5-8. doi: 10.3969/j.issn.1674-6120.2012.04.003
TAYLORA R. The development of an instrument to measure teacher education candidates' dispositions[D]. Carbondale: Southern Illinois University. 2010: 28-29.
陈向明. 质的研究方法与社会科学研究[M]. 北京: 教育科学出版社, 2000: 12, 327.
潘慧玲. 教育研究的取径: 概念与应用[M]. 上海: 华东师范大学出版社, 2005: 293.
CORBIN J, STRAUSS A. Grounded theory research: procedures, canons and evaluative criteria[J]. Qualitative sociology, 1990(6): 418-427.
朱丽叶·M·科宾, 安塞尔母·L·施特劳斯. 质性研究的基础: 形成扎根理论的程序与方法[M]. 朱光明, 译. 重庆: 重庆大学出版社, 2017: 15.
BENSON K, PETERSEN N. The importance of professional dispositions: a survey of diverse teacher educators[J]. Northwest journal of teacher education. 2012(10): 3-9.
ALMERICO G, JOHNSON P, Henriott D, Shapiro M. Dispositions assessment in teacher education: developing an assessment instrument for the college classroom and the field [J]. Research in higher education journal, 2011(11): 1-19.
陈向明. 扎根理论的思路和方法[J]. 教育研究与实验, 1999(4): 58-63.
陈向明. 扎根理论在中国教育研究中的运用探索[J]. 北京大学教育评论, 2015(1): 2-15.
DICICCO BLOOM B, Crabtree B F. The qualitative research interview[J]. Medical Education, 2006(4): 314-321.
徐建平. 教师胜任力模型与测评研究[D]. 北京: 北京师范大学, 2004: 33.
威廉·维尔斯曼. 教育研究方法导论[M]. 袁振国, 译. 北京: 教育科学出版社, 1997: 10.
董奇. 心理与教育研究方法[M]. 广州: 广东教育出版社, 1992: 398.
HILL C E, KNOX S, THOMPSON B J, etal. Consensual qualitative research: an Update[J]. Journal of counseling psychology, 2005(2): 196-205.
王石番. 传播内容分析法理论与实证[M]. 台北: 幼师文化事业公司, 1991: 311.
PANDIT N R. The creation of theory: A recent application of the grounded theory method[J]. Qualitative report, 1996(4): 1-15.
SUSAN T, MARY R, CELIA R. Effective teachers in urban school settings: linking teacher disposition and student performance on standardized tests[J]. Journal of authentic learning, 2005(1): 22-36.
CUMMINS L, ASEMPAPA B. Fostering teacher candidate dispositions in teacher education programs[J]. Journal of the scholarship of teaching & learning, 2013(3): 99-119.
STROM K, MARGOLIS J, POLAT N. Teacher professional dispositions: much assemblage required[J]. Teachers college record. 2019(11): 1-20.
FONSECACHACANA J. Making teacher dispositions explicit: a participatory approach[J]. Teaching and teacher education, 2019(1): 266-276.
SEOG HUN J. Teacher commitment: exploring associations with relationships and emotions[J]. Teaching and teacher education, 2014(10): 120-130.
STEEN THOMAS B. Looking for commitment to teaching: suggestions for teacher Education[J]. Quest, 1988(1): 74-83.
刘飞, 刘云艳. "信念"与"责任": 幼儿教师专业伦理的双重构建[J]. 教师教育研究, 2019(3): 20-25.
EISENBERGER R, HUNTINGTON R, HUTCHISON S, etal. Perceived organizational support[J]. Journal of applied psychology, 1986(3): 500-507.
乔纳森·H·特纳. 社会学理论的结构[M]. 吴曲辉等, 译. 杭州: 浙江人民出版社, 1987: 383-384.
庞庆举. 人性问题: "生命·实践"教育学人学之基[M]. 上海: 华东师范大学出版社, 2015: 170.
JOHNSTON P, ALMERICO G M, HENRIOTT D. Descriptions of dispositions for assessment in pre-service teacher education field experiences[J]. Journal franais de medecine et chirurgie thoraciques, 2011(1): 33-53.
张松祥. 师范生选拔: 非学术标准的内涵、借鉴与本土透视——基于教师职业专业品性的角度[J]. 当代教育科学, 2015(3): 34-38.