譯文（字數 4743）

師范生和在職教師對教師自我表露的認知

Smith是一位有經驗的美術教師，她正在教她的五年級學生如何設計一個房間。她告訴學生她自己正在建房子，還將她房子的圖紙作為上課的例子展示給學生，并解釋圖紙中每個符號的意義。而且她還深入討論了她如何盡可能地利用所有的空間。接著她讓學生設計他們學校的一個新房間，如體育館或休息室。她要求這些學生像老師一樣解釋出房間的每一個部分用來做什么。在課堂過程中，學生們喜歡問一些諸如“您為什么要搬去那里？”、“誰跟您一起住？”、“是您的丈夫建了您的房子嗎？”此類的問題。她沒有非常詳細地回答這些問題，但都接受了同學的提問并且給予簡要的回答。

——2006年在教師應聘教室中的觀察。

外文原文（字符數 16088）

Preservice and inservice teachers’ perceptions of appropriateness of teacher self-disclosure

Ms. Smith, an experienced Caucasian art teacher, was teaching her ?fth-grade students how to design a room. She told her students that she was building a house and she showed a drawing of her house as an example and explained the meaning of each symbol. She also went into depth about how she utilized all the space possible. Then she had her students plan out a new room for their school such as a gym or a recess room. The students were asked to explain what each part of the room would be used for as she did. During the lesson, the students would ask questions like ‘‘Why are you moving there?’’, ‘‘Who will be living with you?’’, ‘‘Is your husband building your house?’’ She answered the questions without going into a lot of details but allowed the questions to be asked and answered.

– Teacher candidate’s classroom observation in 2006.