Although the importance of professional development for improved student learning is widely recognized and many studies have been devoted to enhancing its effectiveness, the specific mechanism underlying teacher learning and how it translates into actual classroom practices are not well understood. This paper is an attempt to fill this gap in understanding by grounding professional development models in two theories of human development. Adopting a theoretical stance provides an explanation of the processes underlying teacher development. In addition, theories also allow an understanding of what factors might contribute to effective professional development implementation. The social cognitive theory and the sociocultural theory are chosen based on numerous empirical studies indicating their validity in explaining and predicting human development and change. These theories provide foundations for understanding why professional development leads to teacher development and guidelines for translating teacher learning into improved classroom instruction.

中文翻译：

---

采取立场：班杜拉和维果茨基关于职业发展

尽管专业发展对于改善学生学习的重要性已得到广泛认可，并且许多研究致力于提高其有效性，但教师学习的具体机制以及它如何转化为实际课堂实践却没有得到很好的理解。本文试图通过将职业发展模型建立在两种人类发展理论中来填补这一理解空白。采用理论立场可以解释教师发展的基本过程。此外，理论还有助于了解哪些因素可能有助于有效实施专业发展。社会认知理论和社会文化理论的选择基于大量实证研究，表明它们在解释和预测人类发展和变化方面的有效性。这些理论为理解为什么专业发展会导致教师发展以及将教师学习转化为改进的课堂教学提供指导提供了基础。