王陆, 马如霞, 彭玏. 基于经验学习圈的不同教师群体教学行为改进特征[J]. 华东师范大学学报(教育科学版), 2021(2): 61-74.
张建阳. 成熟型教师"二次成长"的校本培训探索[J]. 福建基础教育研究, 2021(5): 27-29.
余闻婧. 论成熟教师的课程选择[J]. 教育科学研究, 2011(6): 72-75.
朱莉萍, 蒋立兵. 中小学教师学习力发展现状及其提升策略研究[J]. 高等继续教育学报, 2021(2): 48-54.
孙彩霞. 课程变革下教师的情绪地图与支持路线[M]. 杭州: 浙江大学出版社, 2020: 22.
孙彩霞, 周依. 农村小规模学校教师专业发展的现状、困境与对策——基于浙江省6个地区9个县(市)的调查[J]. 教师教育学报, 2021(4): 84-92. doi: 10.13718/j.cnki.jsjy.2021.04.010
Organization for Economic Co-operation and Development. Positive, High-achieving Students?: What Schools and Teachers Can Do [EB/OL]. (2021-02-02)[2024-11-10]. https://www.oecd-ilibrary.org/education/positive-high-achieving-students_3b9551db-en.
刘英琦. 教师发展: 何以从成熟到卓越[J]. 中小学教师培训, 2014(3): 23-25.
任念兵. 从成熟到卓越: 谈数学教师的二次成长[J]. 中学数学教学参考, 2018(32): 50-53.
朱旭东, 裴淼. 教师学习模式研究: 中国经验[M]. 北京: 北京师范大学出版社, 2017: 5.
冯莉雅, 曾素秋, 陈昭宇. 以系统动力学观点探讨影响中小学教师专业发展因素: 以教学访问教师计划为例[J]. 课程与教学(季刊), 2020(4): 153-196.
邱昭良. 如何系统思考[M]. 2版. 北京: 机械工业出版社, 2021: 218-219.
WILLIAM M, BURDENR L. Psychology for language teachers: a social constructionist approach[M]. Cambridge: Cambridge University Press, 1997: 101.
DORNYEI Z, USHIODA E. Teaching and researching motivation[M]. 3rd ed. London: Routledge, 2021: 12.
JIYING H, HONGBIAO Y. Teachermotivation: definition, research development and implications for teachers[J]. Cogent Education, 2016, 3(1): 1-18.
GAERTNER H M, BRUNNE R. "Once Good Teaching, Always Good Teaching? The Differential Stability of Student Perceptions of Teaching Quality. "[J]. Educational Assessment Evaluation and Accountability, 2018, 30: 159-182.
安德列·焦尔当. 学习的本质[M]. 杭零, 译. 上海: 华东师范大学出版社, 2015: 1.
SINCLAIR C. Initial and changing student teacher motivation and commitment to teaching[J]. Asia-Pacific Journal of Teacher Education, 2008, 36: 79-104.
DECI E L, RYAN R M. The "what" and "why" of goal pursuits: human needs and the self-determination of behavior[J]. Psychological Inquiry, 2000, 11: 227-268.
APPOVA A, ARBAUGH F. Teachers' motivation to learn: implications for supporting professional growth[J]. Professional Development in Education, 2018, 44(1): 5-21.
KWAKMAN K. Factors affecting teachers' participation in professional learning activities[J]. Teaching and Teacher Education, 2003, 19(2): 149-170.
EVANS L. Leadership for professional development and learning: enhancing our understanding of how teachers develop[J]. Cambridge Journal of Education, 2014, 44(2): 179-198.
KNOWLES M S. The modern practice of adult education: from pedagogy to andragogy (revised and updated)[J]. Cambridge Adult Education, 39-59.
崔斌斌. "北京市教师学习现状与策略"调查问卷结果显示: 超八成教师认为"工作忙"没时间学习[N]中国教师报, 2021-10-20(2).
ZHANG X, ADMIRAAL W, SAAB N. Teachers' motivation to participate in continuous professional development: relationship with factors at the personal and school level[J]. Journal of Education for Teaching, 2021, 47(5): 714-731.
NG C. Teachers' professional selves and motivation for continuous professional learning amid education reforms[J]. Asia-Pacific Journal of Teacher Education, 2019, 47(2): 118-136.
易凌云, 卿素兰, 高慧斌, 等. 坚持把教师队伍建设作为基础工作——习近平总书记关于教育的重要论述学习研究之四[J]. 教育研究, 2022(4): 4-17.
刘胡权. 面向2035的教师学习变革与创新——第二届"教师学习与专业发展"研讨会综述[J]. 北京教育学院学报, 2021(6): 88-92.
汤丰林. 中小学教师学习研究: 现状与对策——基于北京市1066位教师的调查数据[J]. 北京教育学院学报, 2021(5): 21-28.
翟学伟. 人情、面子与权力的再生产[M]. 北京: 北京大学出版社, 2023: 182-183.