成效·局限·改革:我国教师入职培育机制断想
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摘要
初任教师的专业成长与角色转变需要依托优良的入职培育机制。我国常见的入职集中培育机制、入职校本培育机制、导师帮扶机制和入职自学研修机制等四大入职培育机制运行至今,虽然取得了一定的成效,但随着课程改革的不断深入,其局限性也逐渐显现出来。本文逐一阐述了四大入职培育机制的局限,并提出了相应的改革策略。
The professional growth and role transformation of the beginning teachers need to rely on the excellent induction education mechanism. Since the induction cultivation mechanism has been in operation,it has made progress in four aspects: the centralized induction cultivation mechanism,the school-based induction cultivation mechanism,the tutor support mechanism,and the self-study research mechanism. However,with the continuous deepening of the curriculum reform,the limitations of the beginning teacher cultivation mechanism have also emerged. This paper expounds the limitations of the four mechanisms of induction cultivation,and puts forward corresponding improvement strategies.
The professional growth and role transformation of the beginning teachers need to rely on the excellent induction education mechanism. Since the induction cultivation mechanism has been in operation,it has made progress in four aspects: the centralized induction cultivation mechanism,the school-based induction cultivation mechanism,the tutor support mechanism,and the self-study research mechanism. However,with the continuous deepening of the curriculum reform,the limitations of the beginning teacher cultivation mechanism have also emerged. This paper expounds the limitations of the four mechanisms of induction cultivation,and puts forward corresponding improvement strategies.
引文
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[6]余闻婧.论教师专业发展的体验逻辑[J].基础教育,2017(1):86-92.
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[8]Bartlett L,Johnson L S. The Evolution of New Teacher Induction Policy[J]. Educational Policy,2010,24(6):847-871.
[9]王玉江.初任教师导师制的内涵、特点及教育价值[J].中国成人教育,2007(3):103.
[10]New Teacher Centre. Mentor Academy Series[EB/OL]. http://www. newteachercentre. org/services/mentor-acadamy-series.
[11]Robert V Bullough Jr,Don Kauchark,Nedra A Crow,Sharon Hobbs&David Stokes. Professional Development Schools:Catalysts for Teacher and School Chan[J]. Teaching and Teacher Education,1997(2):153-169.
[12]马红梅.职后学历教育的经济回报———基于甘肃农村教师劳动力市场的证据[J].北京大学教育评论. 2017(2):145-146.
[13]李国庆,李雯.构建我国教师资格分级别认定制度的探析[J].教师教育研究,2006(4):42.
[2]叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001. 289.
[3]任学印.教师入职教育理论与实践比较研究[D].长春:东北师范大学,2004:181.
[4]仲玉凤.论教师专业发展的生命自觉:理想样态与现实分析[D].南京:南京师范大学,2015:70.
[5]郝秀秀.我国中小学教师培育运行机制变迁研究(1978—2016)[D].长春:东北师范大学,2017:55.
[6]余闻婧.论教师专业发展的体验逻辑[J].基础教育,2017(1):86-92.
[7]教育部.中小学教师继续教育规定[EB/OL]. http://www. moe. edu. cn/srcsite/A02/s5911/moe_621/199909/t19990913_180474. html.
[8]Bartlett L,Johnson L S. The Evolution of New Teacher Induction Policy[J]. Educational Policy,2010,24(6):847-871.
[9]王玉江.初任教师导师制的内涵、特点及教育价值[J].中国成人教育,2007(3):103.
[10]New Teacher Centre. Mentor Academy Series[EB/OL]. http://www. newteachercentre. org/services/mentor-acadamy-series.
[11]Robert V Bullough Jr,Don Kauchark,Nedra A Crow,Sharon Hobbs&David Stokes. Professional Development Schools:Catalysts for Teacher and School Chan[J]. Teaching and Teacher Education,1997(2):153-169.
[12]马红梅.职后学历教育的经济回报———基于甘肃农村教师劳动力市场的证据[J].北京大学教育评论. 2017(2):145-146.
[13]李国庆,李雯.构建我国教师资格分级别认定制度的探析[J].教师教育研究,2006(4):42.