摘要
教师专业化作为教师教育的目标,既是提高教育素质、改善教育质量的一条重要途径,也是现代教育发展的一个必然趋势。关于教师专业化的内涵,应该从动态和静态两个角度来理解:教师自身素质与客观环境是教师专业化的两大方面标准;教师的专业成长主要可分为五个阶段:准备阶段、求生阶段、巩固阶段、更新阶段和成熟阶段,各阶段的发展内容和侧重点不同。教师专业化的范式是多种多样的,主要包括“能干型实践者”、“研究型实践者”和“反思型实践者”等,各范式间彼此联系、交互作用,共同构成一个多元化、多层次的教师专业化发展体系。
Teacher professionalism,as the aim of teacher education,is an importan t approach for the devel-opment of teachers' specialty and educational quality,and an inevitable trend of modern edu cation as well.Teacher professionalism should be viewed fr om two aspects:dynamic and static.T he teachers' competence and the external conditions are two criteria of teach er professionalism.The whole process of teachers' professional development in-cludes five main periods:preparati on,survival,consolidation,renew al and maturity.Capable practition ers,re-search practitioners and reflectiv e practitioners are three main patte rns of teacher professionalism,whi ch form a multidirectional and multileveled system with connection and interaction among them.
出处
《教育理论与实践》
CSSCI
北大核心
2002年第1期38-42,共5页
Theory and Practice of Education
