基于职业生涯规划的中小学教师入职教育研究综述
|
摘要
入职教育是在校学习和职后教育的中间环节,起着承上启下的作用;入职教育也是职业生涯教育的起点。加强将职业生涯规划融入入职教育中,将避免初任老师进入职业平淡期和倦怠期。由于我国入职教育体系不完善,针对性不强,加强基于职业生涯规划的入职教育还需探讨。本文通过对部分学者的文献进行综述,提出加强职业生涯规划、教师职业观培养、关注成长过程和打磨课程等建议,以期对初任教师入职教育研究提供帮助。
Inductive education is the middle link between school learning and post-service education, and plays a connecting role. Inductive education is also the starting point of career education. Strengthening the integration of career planning into inductive education will refrain new teachers from entering the period of dull and burnout period. Due to the imperfection and lack of pertinence of the induction education system in China, it is necessary to explore how to strengthen the inductive education based on career planning. This paper summarizes the literature of some scholars, and puts forward some suggestions, such as strengthening career planning, cultivating teachers ′professional outlook, paying attention to the growth process and polishing the curriculum, expecting to provide help for the research of inductive education for new teachers.
Inductive education is the middle link between school learning and post-service education, and plays a connecting role. Inductive education is also the starting point of career education. Strengthening the integration of career planning into inductive education will refrain new teachers from entering the period of dull and burnout period. Due to the imperfection and lack of pertinence of the induction education system in China, it is necessary to explore how to strengthen the inductive education based on career planning. This paper summarizes the literature of some scholars, and puts forward some suggestions, such as strengthening career planning, cultivating teachers ′professional outlook, paying attention to the growth process and polishing the curriculum, expecting to provide help for the research of inductive education for new teachers.
引文
[1] Guillaume Escalié, Sébastien Chaliès.Supporting the work arrangements of cooperating eachers and university supervisors to better train preservice teachers: a new theoretical ontribution[J].European Journal of Teacher Education, 2016,39 (3):.302-319.
[2] 吴瑛.英国教师入职培训述评[J].湖北函授大学学报,2015(1):46-47.
[3] Chris Schrijner.Twelve Years On: the new teacher training in the Netherlands[J].European Journal of Teacher Education,2006(8):257-264.
[4] 李楠楠.爱尔兰中小学初任教师入职教育研究[D].重庆:西南大学,2016:1-84.
[5] 赵琳.初任教师职业生涯规划策略研究[J].继续教育研究,2015(5):52-53.
[6] 陈春霞.初任教师面临的主要问题及对策思考[J].考试周刊,2012(21):14-15.
[7] 廖敏.初任教师入职教育的困境及对策研究[J].当代教育理论与实践,2015(2):27-29.
[8] 王瑜.关于职前职后一体化中小学教师培养模式的研究——以河南中小学英语教师为例[J].北方文学杂志,2012(4):211-212.
[9] 杨玲.中小学教师职业认同的阶段发展论[J].教师教育研究,2014(5):56-64.
[10] 陈霞,安桂清.上海教师入职教育规范化培训体系探析[J].教师教育研究,2016(3):45-50.
[11] 赵敏,吕有典.民办中小学教师自我职业生涯管理的影响因素研究——来自广东省东莞市的调查[J].教育理论与实践,2011(10):40-44.
[2] 吴瑛.英国教师入职培训述评[J].湖北函授大学学报,2015(1):46-47.
[3] Chris Schrijner.Twelve Years On: the new teacher training in the Netherlands[J].European Journal of Teacher Education,2006(8):257-264.
[4] 李楠楠.爱尔兰中小学初任教师入职教育研究[D].重庆:西南大学,2016:1-84.
[5] 赵琳.初任教师职业生涯规划策略研究[J].继续教育研究,2015(5):52-53.
[6] 陈春霞.初任教师面临的主要问题及对策思考[J].考试周刊,2012(21):14-15.
[7] 廖敏.初任教师入职教育的困境及对策研究[J].当代教育理论与实践,2015(2):27-29.
[8] 王瑜.关于职前职后一体化中小学教师培养模式的研究——以河南中小学英语教师为例[J].北方文学杂志,2012(4):211-212.
[9] 杨玲.中小学教师职业认同的阶段发展论[J].教师教育研究,2014(5):56-64.
[10] 陈霞,安桂清.上海教师入职教育规范化培训体系探析[J].教师教育研究,2016(3):45-50.
[11] 赵敏,吕有典.民办中小学教师自我职业生涯管理的影响因素研究——来自广东省东莞市的调查[J].教育理论与实践,2011(10):40-44.