从全球视野来看, 培养卓越教师成为各国教师教育政策制定者提高教师教育质量的抓手.然而, 由于社会背景和文化传统的差异, 研究者对卓越教师的期望、理解及实践还处于摸索阶段.通过对文化传统和时代精神关于卓越教师相关指称的分析, 发现具有教育信仰是卓越教师的本质内核.另外, 卓越教师的成长存在两条不同的路径:一条是普通教师的自然成长路径, 即通过职前培养、成为正式教师、通过专业教育教学实践反思形成教育信仰, 成为卓越教师;另一条是, 职前教育阶段培植教育信仰并以之内生教师的主体性、责任感和使命感, 以获得职业所需的知识和技能, 然后通过专业实践成为卓越教师.从卓越教师的成长过程来看, 在当前的教师教育体系中成批次地培养卓越教师显然非常困难, 但通过第二条路径即通过培植教育信仰来培养未来的卓越教师却是可行的.%In the global perspective, training excellent teachers is a common key measure to enhance the quality of teachers education for policy maker.However, the imagination, understanding and practice about excellent teachers training are in the fumbling phase because of cultural difference.The paper finds education belief is the essence of excellent teacher through analyzing different titles about excellent teachers in the view of cultural tradition and age spirit.Furthermore, there are two different ways of excellent teachers development.One is the natural way which enables one to become a formal teacher from apre-teacher through cultivating education belief by reflecting professional practice, and then he becomes an excellent teacher.The other way is cultivating education belief in the pre-teacher phase, and then the education belief will give birth to subjectivity and the feeling of responsibility and mission, and the future teacher will gain professional knowledge and skills.At last, they will be excellent teachers through professional practice.In the teacher education system, it is difficult to train a great quantity of excellent teachers.But the second way gains the feasibility.
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