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1.
陈小饮 《和田师范专科学校学报》2006,26(4):47-48
教师专业化是国际教师教育发展的必然趋势,教师专业化建设是世界各国努力的一个方向,也是真正提高教师地位的重要途径。教师专业化发展及其标准在世界范围内教师专业化发展浪潮中逐渐形成,我国为此已建立了教师资格证书制度,但我国教师专业标准的模糊势必导致教师专业化发展方向的迷失,在这一形势下,为了使教师在专业化过程中健康成长,我们透过对现时代教师专业化发展内涵理解及国际教师专业化标准模式的启示,对我国建立教师专业标准的提出一些建议之谈。 相似文献
2.
教师专业化发展是指教师职业生涯的演进过程.在这个过程中,教师专业标准对教师的专业发展有着重要的促进和影响作用,是渗透教师专业发展各个层面的核心内容.本文从对教师专业化的内涵和各国教师专业标准的讨论入手,探讨《中小学教师教育技术能力标准》对我国教师专业发展的影响及作用. 相似文献
3.
论教师专业化的内涵、标准及实现路径 总被引：2，自引：0，他引：2
肖炬元 《湖南科技学院学报》2007,28(6):151-152,183
教师专业化是指教师职业能力、教师职业培养和教师职业过程的独特化、熟练化、专门化、程式化和标准化。教师专业化标准主要有4个方面：教师专业知识的掌握、专业技能的娴熟、专业情意的健全和专业自主权的享有。教师专业化实现的路径主要有：加强教师职前培养、加强教师职后的培训、强化教师专业化的制度保障和积极参与校本课程开发。 相似文献
4.
教师专业发展标准的制定是教师专业地位确立的主要标志,是教师专业化进入正规的起点,同时也是教师专业队伍素质整体提升的保证。本文从教师专业发展与专业标准之间的关系入手,客观分析美国《科学教师培养标准》对美国科学教师专业发展的促进作用,同时为我国科学教师,乃至整个教师队伍专业地位的提升和社会认可以及教师包括科学教师专业标准的制定提供建设性意见。 相似文献
5.
教师专业发展的问题与出路 总被引：2，自引：0，他引：2
孙亚玲 《课程.教材.教法》2006,(11)
我国的教师专业化虽然有了制度保障,但仍然面临很大的难题,那就是缺乏专业标准。因此,教师教育机构在对新教师培养和在职教师的培训中难以提供科学的专业支持和鉴定。基础教育课程改革要求教学专业化、教师职业专业化,因此,制订符合我国教师队伍建设和发展的教学、教师专业标准是解决我国教师队伍专业化程度不高的一条出路。 相似文献
6.
关于教师教育专业发展标准的思考 总被引：15，自引：0，他引：15
教师专业化发展已成为国际化趋势，但是我国教师职业距真正意义上的教师专业还有一段路要走，其差距就在于我们没有制定规范的教师专业标准，因此，制定规范的教师专业标准和确定专业自主权是我国教师专业化发展的关键所在。基于教师的职业特征，我们可以明确教师专业的不可替代性集中体现于教师的专业精神和专业能力。教师专业精神和专业能力是教师专业标准中的核心要素。 相似文献
7.
教师专业发展概念与内涵探析 总被引：1，自引：0，他引：1
只有深刻理解专业、专业特点、教师专业化，才能明确教师专业发展的概念与内涵。教师专业发展主要是指在认可教师是一门专业的前提条件下，教师按照专业标准不断提升自身的专业水准。其内涵主要包括职业专业化、专业发展标准、教师的专业知识、专业能力和专业品质。教师专业发展是一个动态的实践过程。教师专业化是教师专业发展的目标。 相似文献
8.
教师教育专业认证是从教师培养角度保障教育质量的一种制度.因此,开发系统、可操作的认证或质量标准是教师专业认证制度建立的基础.具体来说,教师教育专业认证标准就是依据人们对高质量教师培养过程的预期,对教师培养过程有效性进行评估的标准,其主要是关于教师教育质量理想目标及影响因子需达到某种程度的规范性描述. 相似文献
9.
教师教育专业发展标准初探 总被引：1，自引：1，他引：0
教师专业发展已成为国际化趋势,但是我国教师职业距真正意义上的教师专业化还有一段路要走。其差距就在于我们没有制定规范的教师专业标准,因此,制定规范的教师专业标准和确定专业自主权是我国教师专业化发展的关键所在。基于教师的职业特征,我们可以明确,教师专业的不可替代性集中体现于教师的专业精神和专业能力,教师专业精神和专业能力是教师专业标准中的核心要素。 相似文献
10.
专业化是一个社会学概念,其含义是指一个普通的职业群体在一定时期内,逐渐符合专业标准、成为专门职业并获得相应的专业地位的过程。高校教师专业化发展特指加强教师专业性的这一过程,主要指教师个体的、内在的专业化提高。当前我国高等教育正处于由精英教育向大众教育的转型时期,在这一时期我国高等院校招生规模在不断扩大,各高校对于师资力量的需求也在不断增长, 相似文献
11.
The Malaysian Teacher Standards: a look at the challenges and implications for teacher educators 总被引：1，自引：0，他引：1
Pauline Swee Choo Goh 《Educational Research for Policy and Practice》2012,11(2):73-87
Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish ??high competency?? standards for the teaching profession and to increase the status of teachers in Malaysia. This article briefly describes the standards that concern teachers and teacher educators alike. It is proposed that there are three challenges to the standards system that teacher educators may face. First, on transforming ingrained beliefs, values and biased perceptions of teaching that student teachers bring to the teaching institution. The second centers on the rhetoric-reality gap of the MTS itself, while the third challenge involves the actual training of teachers. Given these three challenges, this article also outlines several avenues for teacher educators to consider as they set out to better understand and re-design teacher education programs in this standards-based era of educational transformation. The discussion of the challenges and the proposed resources to meet the challenges are by no means exhaustive or acts as a conclusion but rather to create awareness for further discussion and analysis of the implications proposed in this article. 相似文献
12.
澳大利亚自20世纪90年代开始对教师教育课程标准进行持续的改革,从最初的入职教师能力框架到首次建立全国教师专业标准框架,再到大体形成全国教师教育认证制度,并经过多次修订于2010年颁发了完整的全国教师专业标准,从而最终形成比较完善的教师教育认证机制和教师教育课程体系。最新的全国教师专业标准以其更加明确具体的标准结构和内容、充分体现教师专业发展阶段性和持续性的评价方式、从以过程为导向转为以结果为导向的认证要求,体现了澳大利亚教师教育课程标准更加开放灵活的发展理念,反映出国际教师教育改革的共同趋势和澳大利亚教师教育改革的鲜明特色。 相似文献
13.
澳大利亚全国职前教师教育鉴定制度述评 总被引：1，自引：0，他引：1
许明 《福建师范大学学报(哲学社会科学版)》2009,(5)
鉴定制度是教师教育质量保证和提高的有效机制.为了进一步提升教师教育的质量,建立教师队伍高标准资格框架,奠定教师持续性专业发展的坚实基础,前不久,澳大利亚教学与领导协会建立了一套全新的由毕业生标准和培养标准为基础的职前教师教育鉴定制度,以保证教师教育机构培养出合格胜任的新教师.文本勾勒了澳大利亚全国鉴定制度主要背景,对其基本框架和鉴定标准作了简要说明,并就该鉴定制度作了简要的分析. 相似文献
14.
The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators favoured a standards-based approach to support consensus within the profession and clear expectations for beginning teachers. They suggested that provision of quality assurance through increased accountability and regulation could enhance the status of the profession based on a democratic ideology of teacher professionalism. The potential of standards to foreground a particular ideology of teacher professionalism is discussed. 相似文献
15.
《Teaching and Teacher Education》2001,17(5):547-566
Since the mid-eighties, national organizations have been working together in an effort to reform schools and, more specifically, to reform teaching. Paralleling the movement toward developing curriculum standards for students, professional standards for teachers have also been developed for the purpose of teacher education program accreditation. The objective of this national coalition is to strengthen the teaching profession and raise its standards—eventually enhancing the quality of student learning—by redesigning teacher licensing and accountability requirements for teacher education programs, and engaging teachers in on-going professional development. In this study we address three specific questions: (1) what representations of teaching and teachers are portrayed in the professional teaching standards, their related policies and assessment? (2) how are standards-based reform policies affecting teacher education programs? (3) what representations or conceptions of teaching and teachers are currently reflected in teacher education programs in the context of this reform? To address these questions two states were selected as test cases. Reform documents, policies and practices, as well as interviews with key participants in the reform (e.g., teacher educators, state-level administrators) are described and analyzed, and constitute the evidential basis for this study. The patterns emerging from the data indicate that teacher educators’ degrees of resistance or cooperation with externally imposed frameworks is influenced by their conception of teaching, education and its purpose. Further, as teacher educators uncritically participate in the standards-based movement it becomes impossible for them to entertain alternative perspectives on teaching and education outside of the framework provided to them by the standards. 相似文献
16.
Roger Brindley 《Teachers and Teaching》2013,19(5):577-594
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession. 相似文献
17.
The physical education teacher education community in Ireland has developed Beginning Teacher Standards for Physical Education (BTSfPE) at the post-primary (secondary) level. This study explored teacher educators' perspectives on how the BTSfPE could be implemented and considered the possible impact on the profession within the discourses of power. Data collection involved semi-structured interviews with teacher educators in physical education (n = 13). Data were analysed inductively and trustworthiness issues were considered. Participants suggested that the teaching standards could serve as a developmental tool to guide individual teacher education programmes and beginning teachers as well as an assessment function to support quality assurance and to hold programmes accountable. The teacher educators were committed to addressing issues of quality and status in physical education in Ireland. However, an agreed vision of how the teaching standards would be used to develop and regulate the profession is necessary to ensure that the intended benefits emerge. 相似文献
18.
《International Journal of Educational Research》2006,45(4-5):231-241
Current trends toward international accountability and standards adoption is strongly influenced by economic globalization forces as nations attempt to become competitive in the global market and try to shape their education systems to provide those skills needed in the growing global economy. As more rigorous research helps to uncover the important role of effective teachers on student learning, global and national policy increasingly points to teachers as a major factor on increasing learning and quality. Throughout the issue we examine the forces internal and global influencing policies directed at teachers in policy contexts lacking systematic and rigorous empirical evidence on the effectiveness of regulatory mechanisms introduced to control the teaching profession such as standard setting, teacher testing, evaluation and accreditation of teacher preparation. 相似文献
19.
This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education. 相似文献
20.
In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed. 相似文献