| PDS与TDS:教师专业发展的有效途径 |
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| 引用本文： | 傅树京.PDS与TDS:教师专业发展的有效途径[J].教师教育研究,2004,16(6):7-12. |
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| 作者姓名： | 傅树京 |
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| 作者单位： | 首都师范大学教育科学学院,北京,100037 |
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| 摘 要： | 为了有效推进教师专业化发展,在美国和中国先后出现了以中小学为基地,大学与中小学合作建设,以促进教师专业发展为目的的PDS与TDS。PDS与TDS通过大中小学合作拓展中小学功能,及合作研究来促进教师专业发展。他们实施了在主体性参与中、在主体间理解中实现教师专业发展的措施,所以这种模式有效地促进了教师的专业发展。
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| 关 键 词： | PDS TDS 教师专业发展 |
| 文章编号： | 1672-5905(2004)06-0007-06 |
PDS and TDS:An Effective Approach of Teacher Professional Development |
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| FU Shu-jing.PDS and TDS:An Effective Approach of Teacher Professional Development[J].Teacher Education Research,2004,16(6):7-12. |
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| Authors: | FU Shu-jing |
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| Abstract: | PDS and TDS, appeared in U.S.A and China, are based on the elementary and secondary schools and jointly built by the cooperation between the universities and schools. The purpose of PDS and TDS is to promote the teacher professional development, through the means of extending the functions of schools, the cooperative research, and the subjects participation and understanding. |
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| Keywords: | PDS TDS teacher professional development |
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