CAJ | 학술논문

该文基于社会认知理论建构双语教师的自主发展模式。论文首先讨论了社会认知理论框架研究双语教师自主发展的适用性，然后简要回顾了教师自主概念的文献综述，归纳总结教师自主的内涵，随后讨论双语教师发展的现状，最后提出了双语教师自主发展的模式，主要通过开展教师培训，教师反思和教师合作等方式实现双语教师自主发展的模式。社会认知理论视角下的双语教师自主发展理论必将为双语教师发展及双语教育领域注入一股新的活力。
해문기우사회인지이론건구쌍어교사적자주발전모식。논문수선토론료사회인지이론광가연구쌍어교사자주발전적괄용성，연후간요회고료교사자주개념적문헌종술，귀납총결교사자주적내함，수후토론쌍어교사발전적현상，최후제출료쌍어교사자주발전적모식，주요통과개전교사배훈，교사반사화교사합작등방식실현쌍어교사자주발전적모식。사회인지이론시각하적쌍어교사자주발전이론필장위쌍어교사발전급쌍어교육영역주입일고신적활력。
The present paper build the bilingual teacher autonomy development model from the perspective of socio-cognitive perspective. It starts with the applicability of the socio-cognitive theory to bilingual teacher autonomy, then reviews the major lit-erature on the concept of teacher autonomy and summarizes the main content of teacher autonomy. Following that, it discusses the status quo the bilingual teacher development, and finally builds a model for the bilingual teacher autonomy development. The model mainly includes teacher training, teacher reflection and teacher cooperation. It is believed that the present model will bring new vigor to bilingual teacher development and bilingual education.