摘要
从TALIS 2013到TALIS 2018,美国中学教师专业发展有四个明显变化:从受重视度看,认为教师职业受社会重视的教师比例上升;从教师结构看,为特殊需求学生工作的教师比例虽有下降,但总数在增加;从教师培训看,教师不仅入职培训比例上升,其在职培训参与度也显著提高。这些变化表明,美国教师专业发展形式上正从“自我发展”转向“关注合作”,内容上更加重视学科教学培训,价值追求上更加注重文化多样性和提质增效。为有效促进教师专业发展,学校、政府不仅应联手建设教师专业发展共同体,还应共同减轻教师负担,确保教师专业发展时间,并要保障教师工资待遇。
From TALIS2013 to TALIS2018, there are four obvious changes in the professional development of U.S. high school teachers: the ratio of teachers thinking that the teaching profession is valued by the society increased;the proportion of teachers working for students with special needs decreased, but the total number increased;and the proportion of teachers participating in induction training became higher, and their participation in in-service education and training had significantly increased. These changes showed that the professional development model of U.S. high school teachers had evolved from “self-development” to “cooperation”, paying more attention to subject teaching and training in content, and focusing more on cultural diversity, quality and efficiency improvement in value pursuit. In order to effectively promote teachers’ professional development, schools and governments should cooperate to build a community of teachers’ professional development, ensure that teachers have the time for professional development by reducing their burden, and guarantee their salaries.
作者
张屹
ZHANG Yi(School of International Business Zhejiang Financial College,Hangzhou 310018,China)
出处
《湖州师范学院学报》
2022年第12期13-20,共8页
Journal of Huzhou University
关键词
教学国际调查
教师专业发展
中学
美国
TALIS
teachers’professional development
high school
United States of America
作者简介
张屹,硕士,副教授,从事教师教育、外语教学研究。
