摘要
幼儿教师专业标准、专业认证、专业培训是幼儿教师专业发展的核心维度。美国幼儿教师专业发展标准呈现出主体走向正态、过程走向动态、内容走向生态的特征;幼儿教师专业认证呈现出认证客体走向多类、认证主体走向多元、认证指标走向多维化的特征;幼儿教师专业培训呈现出组织走向多样、内容走向分层、结果走向差异的特征。给我国幼儿教师专业发展带来三点启示:专业标准系列化为幼儿教师专业发展提供制度保障;专业认证系统化为幼儿教师专业发展提供实现机制;专业培训体系化为幼儿教师专业发展提供智力支持。
Professional standards, Professional certification and Professional training are core dimensions of Pre-K teachers＇ professional development. The Standards of Pre-K teachers＇ professional development have such features： normality of principal member, dynamics of process, ecological quality of content. The characteristics of teacher certification policies can be： classification of objects, diversity of the principal members, multidimensional of the index. The features of the Pre-K teachers ＇training organization are： the variety of the organization, stratification of the content, differences of the results. The paper summarizes three enlightenments for China： serialization of professional standards for Pre-k teachers＇ professional development provides a system guarantee; systematization of professional certification for Pre-K teachers＇ professional development provides a realization mechanism; stratification of professional training for Pre-K teachers＇ professional development provides an intelligence support.
出处
《外国中小学教育》
CSSCI
北大核心
2015年第5期44-50,共7页
Primary & Secondary Schooling Abroad
基金
2013四川省哲学社会科学规划课题"四川城镇化进程中的小学文化转型"(SC13XK32)的研究成果
关键词
美国
专业标准
专业认证
专业培训
幼儿教师专业发展
United States
professional standards
professional certification
professional training
teachers＇ professional development
作者简介
张杰／成都师范学院教育科学学院讲师，西南大学博士，2012年美国密西根州立大学高级访问学者（成都611130）；
杨其勇／成都师范学院四川少年儿童组织与思想意识教育研究中心教授，博士（成都611130）
