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1.
教师专业化发展与教师培训策略 总被引：2，自引：0，他引：2
肖红 《雁北师范学院学报》2003,19(6):1-3
培养高质量教师、提高我国教师专业化水平是我国教师教育改革发展的必然趋势.本文分析了教师专业化的内涵;从新手教师--熟练新手教师--胜任型教师--业务精干型教师和专家型教师成长过程的阶段特征,提出相应的培训策略. 相似文献
2.
研究发现，教师专业发展一般需经过四个发展阶段：新任教师的求生期、熟练教师的强化期、专业教师的求新期、专家型教师的成熟期。 相似文献
3.
随着我国教师年龄年轻化,新手型教师数量的增加,如何实现由新教师到专家型教师的过渡．以促进教师的专业成长就显得尤为重要。本文试图通过新手型教师与专家型教师教学内容设计的比较,寻找两者之间的差异。并从差异当中寻求新手型教师的需要,从而为帮助新手型教师过渡到专家型教师提供有效的途径。 相似文献
4.
教师成长分三个阶段：新手型一熟手型一专家型教师,并且处于不同阶段的教师的教学策略也不同。因此,在教师教育过程中,应使新手型教师尽快熟练教学,使熟手型教师自觉提高创新能力。 相似文献
5.
专家型教师与教师专业意识的自我觉醒 总被引：1，自引：0，他引：1
当前,学界对专家型教师的概念尚存分歧,对专家型教师的培养多从知识素养、培养模式、激励机制等方面加以探索,而忽视了教师的主体性认识。本文将从一个独特的视角——专家型教师与教师专业意识的自我觉醒,对专家型教师及其成长加以探索。一、专家型教师:一个尚需澄清的概念1郾内涵:“专家型”是否等同“研究型”或“学者型”专家型教师至今仍然是一个模糊的概念,学界尚未有一个权威的界定,许多人将专家型教师称做学者型教师或研究型教师。专家型教师的内涵是什么?它等同于学者型教师或研究型教师吗?有人认为,专家型教师除了要具有一般教师从… 相似文献
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对于教师群体来说,新手教师与同事关系不良,尤其与专家型教师关系不良是新手教师人职面临的主要问题。具体而言,新手教师与专家型教师关系不良主要表现在以下几方面：新手教师不愿意甚至拒绝与专家型教师交往,突出表现为“不屑”听取专家型教师的建议;新手教师与专家型教师交往略显被动,表现为不敢主动找专家型教师交流、讨论,不敢提出与专家型教师不同的观点; 相似文献
7.
专家型教师:教师成长与发展的目标 总被引：2，自引：0，他引：2
陈丽云 《成都教育学院学报》2005,19(4):82-84
随着社会的不断发展,培养专家型教师已成为世界教育发展的共同趋势,文章从专家型与新手型教师的研究入手,探讨两者的本质差异,通过对专家型教师的主动反思、对基本教学问题的处理达到自动化、知识结构化、高水平的自我效能感与自我监控能力等四个基本特征的分析,阐述了其对教师成长与发展的启示. 相似文献
8.
教师教学专长发展的心理历程 总被引：4，自引：0，他引：4
Lian Rong Vice President professor doctoral supervisor at Educational Science Technology Institute of Fujian Normal University 《教育研究》2008,(2)
教师专业发展的实质是教学专长的不断提高。在对3000多名新手型、熟手型和专家型教师的成长心理的实证研究基础上,探讨从新手到熟手再到专家的教师教学专长发展的心理历程。在这一成长过程中,从新手到熟手的变化主要是常规水平的胜任,从熟手到专家的变化主要是创新水平的胜任,而熟手是从新手型教师成长为专家型教师的关键阶段。 相似文献
9.
教师作为教育教学的专业人员,要经历一个由不成熟到成熟的专业发展历程。当前,各个国家都致力于教师的专业发展,通过《教师专业标准》的制定、颁布与实施,为教师的专业成长提出了具体的行为要求。专家型教师代表着教师专业发展的最高水平,培养专家型教师已成为教育领域内部发展的首要任务。本研究以教师专业标准为切入点,通过对英、美、澳三国教师专业标准内容的解读,概述国外专家型教师的特点,为我国专家型教师专业发展提供借鉴。 相似文献
10.
首先介绍了新手型和专家型教师的界定标准,接下来从四方面比较了新手型教师和专家型教师的差异,最后提出计算机专家型教师应该具备的素质。 相似文献
11.
Using classroom observation and video recording methods, we performed a comparative study on the forms and content of dialogues in the classrooms between expert and novice teachers. Of the 55 lessons surveyed, it was found that expert teachers tend to use analytical and comparative questions more frequently to detect students’ mathematical reasoning. Students and teachers work together to determine the answer to a question and the dialogue in the classroom takes place in a way that students present an answer, the teacher and the other students question the answer, and then the students explain the answer. On the other hand, a novice teacher often tends to give students hints, or utilize simple questions to jog the memory. The novice teacher recognizes students’ logic but does not incorporate them into his/her teaching. In this case, the teacher becomes the sole judge for the appropriateness of the answers and the typical dialogue in the classroom occurs in a way that the teacher asks a question, students answer, and the teacher comments. 相似文献
12.
This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher. 相似文献
13.
对培养专家型教师的思考 总被引：4，自引：0，他引：4
陈翠荣 《集美大学学报(教育科学版》2002,3(4):10-13
培养专家型教师已成为世界教育发展的共同趋势。对培养专家型教师的理解可以从四个“点”来认识：其立足点在于使教师成为研究，其着眼点在于理论与实践相结合，其切入点在于从经验性认识上升到理论认识，其生长点在于运用激励机制调动教师的科研积极性。 相似文献
14.
中西教师文化的历史演变 总被引：5，自引：0，他引：5
在文化领域中,教师文化作为一种亚文化,与以传统文化为主要内容的主文化有着密不可分的联系。不同文化传统影响下的教师文化具有不同的演变轨迹和发展特征。圣贤文化、官僚文化和公仆文化依次是中国教师文化发展的历史轨迹,而西方教师文化的演变轨迹则依次表现为教仆文化、僧侣文化和专家文化。它们体现了文化比较中的殊相特征。在中西教师文化不同的演变历程中,也存在着一致性,即教师文化与历史发展、教师形象和教师知识的关系具有文化比较中的共相性。 相似文献
15.
侯秋霞 《课程.教材.教法》2012,(6):108-112
教师职业人格是教师专业发展的重要内容。教师的职业人格发展一般划分为"自以为是"、"自以为非"、"是非有我"三个层次,不同层次的教师职业人格具有各自的特点。探讨正确有效的策略与途径,快速提升教师职业人格的层次,促进教师完成"新手型—熟手型—专家型"的跨越,是加速教师专业成长的重要课题,具有极大的实践应用价值。 相似文献
16.
While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete. 相似文献
17.
中小学骨干教师培训正在如火如荼地进行。从主体性哲学的视角审视当前中小学骨干教师的现实特性,可以看出其主体性高扬与缺损的明显特征:具有较强的教育教学能力,但又有鲜明的"名师"情结;具有丰富的教育教学经验,但对理论存有"敬而远之"的矛盾心理;具有良好的自我认同感,但缺乏长远发展的内驱力。鉴于此,中小学骨干教师应正确处理"我"与"他人"的关系、"我"与"对象"的关系、"我"与自我的关系,从而建构起自身完美的主体性,促进自我的可持续发展。 相似文献
18.
This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity. 相似文献
19.
张传燧 《湖南第一师范学报》2001,(Z1)
在现实教育教学情境中,存在着“记问型”、“经验型”、“研究型”和“教育家型”四种类型的教师,相应地也存在着记忆、理解、探索和创新等四种教学水平。研究教师类型与教学水平之间的关系,对于提高教师素质和教学质量,全面实施素质教育,具有积极而重要的意义。广大教师应当努力提高自身的综合素质,实现由“经验型教师”转变成为“研究型教师”,力争成为“教育家型教师”。 相似文献
20.
通过对温州市高中化学教研活动中开展的同课异构“氯气”公开课上新手、熟手、专家型教师课堂教学行为的记录、对比、分析,发现三者在具体教学行为组合上有较大的差异性,并总结出三者教学行为的组合特点。教师的专业成长是一个长期的过程,要实现新手到熟手到专家的转变,需要三者相互配合,做到：优势互补,形成同伴合作支持的文化;专业引领,... 相似文献