【作 者】：
贾 超， 常永才
【关 键 词 】：
教师培训师； “富技术”； 素养发展； 教师培训
【栏 目】：
学科建设与教师发展
【中文摘要】：
教师培训师是助推高质量教师队伍建设的重要资源。数智时代，教师培训师所处的“富技术”环境对其素养提出了新期待。为此，基于教师培训师素养的意蕴与特征，将教师培训师素养的构成要素厘定为在技术层面、个体层面、伦理层面表征出来的“工具—自我—社会”这一外显型结构要素与“知识—技能—态度”这一内隐型结构要素。结合现实图景发现，我国教师培训师素养的生成、更新与提升，受政策要求诱发、技术需求促使、教师诉求推动的多重逻辑叠加驱动。未来，应通过加强教师培训师身份认同、构建教师培训合作共同体、涵养教师培训师胜任能力，进一步推进素养发展导向的多元统整，实现素养发展过程的跨界协同，以及深化素养发展方式的技术赋能。
【英文摘要】：
Teacher trainers are an important resource to promote the construction of high-quality teachers. In the age of digital intelligence, the "technology-rich" environment in which teacher trainers live puts forward new expectations for their literacy. Therefore, based on the implications and characteristics of teacher trainer literacy, the components of teacher trainer literacy are defined as the explicit structural elements of "tool-self-society" and the implicit structural elements of "knowledge-skill-attitude", which are represented at the technical level, individual level and ethical level. Combined with the reality, it is found that the generation, updating and promotion of teacher trainer literacy in China are driven by the superimposed logic of policy requirements, technological needs and teachers' demands. In the future, it is necessary to strengthen the identity of teacher trainers, build a cooperative community of teacher training, cultivate the competence of teacher trainers, further promote the multiple integration for literacy development, realize cross-border cooperation in the process of literacy development, and deepen the technical empowerment of literacy development approach.