教师个人理论建构的国际经验OA

The asymmetry between theoretical and practical discourse has long existed in the field of education.Teachers'rich practical knowledge is often difficult to disseminate widely due to the lack of systematic theoretical articulation,high-lighting an urgent need to draw on international experiences of teachers'personal theory construction to enhance Chinese teachers'theoretical capacity.Using a systematic literature review as a methodological approach,this study analyzes 24 em-pirical studies published from 1956 to 2023.The findings indicate that teachers'constructed theories are primarily aimed at addressing real-world problems and focus on four core themes:teaching methods,project evaluation,curriculum design,and educational philosophy.The logic of theory construction integrates abductive,deductive,and inductive reasoning.The constructed theories promote the development of teachers,students,disciplines,and society;however,limitations remain,particularly regarding the transferability of these theories.Drawing on these findings,this study proposes recommendations for cultivating teachers'capacity for personal theory construction to continuously promote an equitable dialogue between practice and theory in China.