中国电化教育

教师教育者作为高质量教师队伍建设的重要资源，在教师人才培养活动中具有促进准教师专业发展的能力，但这在理论层面中尚未形成专门的探讨与系统的研究。对此，结合领导学理论，将这种能力界定为教师教育者专业领导力，特指教师教育者基于教师人才培养目标，通过其自身教师专业素养有效影响、促进、引领准教师专业发展的能力。通过把握教师人才培养规律、分析领导学理论研究进展，确证了教师教育者具备专业领导力是由其育人职责的使命逻辑、领导力“大众化”研究转向的理论逻辑与培养未来教师的实践逻辑共同生成。通过加强身份认同增强专业领导意识、涵养品德修为凸显教师人格魅力、强化素养胜任诠释敬师信道效行、把握发展前沿深化人才培养改革，探析教师教育者专业领导力的发展策略。

As an important resource for the construction of high-quality teachers, teacher educators have the ability to promote the professional development of prospective teachers with their own professional quality in teacher talent training, but this has not yet formed a specially discussion and systematical study in the theoretical research. Based on the scientific analysis of leadership theory,this ability is defined as the professional leadership of teacher educators, especially the ability of teacher educators to promote the professional development of prospective teachers in the training of pre-service teachers. At the same time, it is confirmed that the professional leadership of teacher educators is jointly determined by the mission logic of their education responsibility, the theoretical logic of the ‘popular' research on leadership and the practical logic of teacher talent training. To explore the development strategies of teacher educators' professional leadership, it is necessary for teacher educators to strengthen their identity, enhance their sense of professional leadership, and cultivate their moral character to highlight the charm of teachers' personality, strengthen their quality and competence, interpret their respect for teachers, channel and practice, and grasp the development frontier to lead the talent training model.