Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory
Teacher development emphasizes the holistic development of teachers as specific and rich individuals, aiming to refocus teacher education on the lives of teachers themselves. Arendt's action theory understands action based on human life itself, elucidating the core connotations of action from t...
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| Format: | Article |
| Language: | zho |
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Journal Press of Southwest University
2025-01-01
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| Series: | Jiaoshi jiaoyu xuebao |
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| Online Access: | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.01.005 |
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| author | WANG Zhipeng LIU Xudong |
| author_facet | WANG Zhipeng LIU Xudong |
| author_sort | WANG Zhipeng |
| collection | DOAJ |
| description | Teacher development emphasizes the holistic development of teachers as specific and rich individuals, aiming to refocus teacher education on the lives of teachers themselves. Arendt's action theory understands action based on human life itself, elucidating the core connotations of action from three dimensions: self-purpose, mutual refinement, and active exploration. It highlights the unique value of action in human growth and provides important insights for grasping the action implications of teacher development from the perspective of life itself. Teacher development that embodies the implications of action is a self-purposeful activity that aligns with teachers' spiritual instincts. It is a process of mutual refinement that fits environmental changes and an indispensable active exploration activity that constitutes daily educational life. In the past, constrained by instrumental rational educational thinking, programmed educational models, and modern educational theories, teacher development was often seen as an additional activity outside of daily educational life, and its action implications were obscured. In the current era of pursuing high-quality development in teacher education, it is necessary to rediscover the meaning of action to promote the return of teacher development to daily educational life. Therefore, we should focus on teachers' changes in daily educational life, highlighting the true state of teacher development; Strengthen interpersonal communication and interactions in daily educational life, expanding the temporal and spatial boundaries of teacher development; and focus on problem-solving in daily educational life, promoting teachers' development through educational research. |
| format | Article |
| id | doaj-art-c40716e9bc9c41a58bc473f65d641509 |
| institution | Kabale University |
| issn | 2095-8129 |
| language | zho |
| publishDate | 2025-01-01 |
| publisher | Journal Press of Southwest University |
| record_format | Article |
| series | Jiaoshi jiaoyu xuebao |
| spelling | doaj-art-c40716e9bc9c41a58bc473f65d6415092025-01-08T09:36:07ZzhoJournal Press of Southwest UniversityJiaoshi jiaoyu xuebao2095-81292025-01-01121384610.13718/j.cnki.jsjy.2025.01.005jsjyxb-12-1-38Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action TheoryWANG Zhipeng0LIU Xudong1College of Education Science, Northwest Normal University, Lanzhou 730070, ChinaCollege of Education Science, Northwest Normal University, Lanzhou 730070, ChinaTeacher development emphasizes the holistic development of teachers as specific and rich individuals, aiming to refocus teacher education on the lives of teachers themselves. Arendt's action theory understands action based on human life itself, elucidating the core connotations of action from three dimensions: self-purpose, mutual refinement, and active exploration. It highlights the unique value of action in human growth and provides important insights for grasping the action implications of teacher development from the perspective of life itself. Teacher development that embodies the implications of action is a self-purposeful activity that aligns with teachers' spiritual instincts. It is a process of mutual refinement that fits environmental changes and an indispensable active exploration activity that constitutes daily educational life. In the past, constrained by instrumental rational educational thinking, programmed educational models, and modern educational theories, teacher development was often seen as an additional activity outside of daily educational life, and its action implications were obscured. In the current era of pursuing high-quality development in teacher education, it is necessary to rediscover the meaning of action to promote the return of teacher development to daily educational life. Therefore, we should focus on teachers' changes in daily educational life, highlighting the true state of teacher development; Strengthen interpersonal communication and interactions in daily educational life, expanding the temporal and spatial boundaries of teacher development; and focus on problem-solving in daily educational life, promoting teachers' development through educational research.https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.01.005teacher developmentteachers' professional developmenthannah arendtaction theoryteacher educationteacher changes |
| spellingShingle | WANG Zhipeng LIU Xudong Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory Jiaoshi jiaoyu xuebao teacher development teachers' professional development hannah arendt action theory teacher education teacher changes |
| title | Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory |
| title_full | Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory |
| title_fullStr | Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory |
| title_full_unstemmed | Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory |
| title_short | Action Implications and Connotations of Teacher Development: From the Perspective of Arendt's Action Theory |
| title_sort | action implications and connotations of teacher development from the perspective of arendt s action theory |
| topic | teacher development teachers' professional development hannah arendt action theory teacher education teacher changes |
| url | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.01.005 |
| work_keys_str_mv | AT wangzhipeng actionimplicationsandconnotationsofteacherdevelopmentfromtheperspectiveofarendtsactiontheory AT liuxudong actionimplicationsandconnotationsofteacherdevelopmentfromtheperspectiveofarendtsactiontheory |