中小学科学教师专业发展的国际比较研究——基于TALIS 2018数据的分析被引量：3

An International Comparative Study on the Professional Development of Science Teachers in Primary and Secondary Schools--An Analysis Based on TALIS 2018 Data

在线阅读下载PDF

导出

摘要健全高质量中小学科学教师教育体系亟需从国际视角审视我国科学教师专业发展水平。基于教师教学国际调查数据(TALIS 2018),采用描述统计、回归分析与夏普里值分解法对中小学科学教师专业发展进行国际比较研究。结果显示:我国中小学科学教师队伍存在高学历人才少、专业对口率低和编制岗位不足的问题;科学教师专业发展具有显著的知识本位特征;科学教师专业发展培训呈现“高参与、高需求”模式;良好的学校氛围和教师合作有助于提升科学教师的专业发展水平。建议深入实施“国优计划”政策,加快落实科学教师岗位编制;学校要创设科学教师交流学习平台,实施精准化职后培训;科学教师要以教育家精神为引领,不断锤炼自身专业本领。 Improving a high-quality education system for primary and secondary school Science teachers requires examining the professional development level of Science teachers in China from an international perspective.Based on the Teaching and Learning International Survey(TALIS2018),this paper uses descriptive statistics,regression analysis,and Shapley value decomposition to conduct an international comparative study on the professional development of primary and secondary school science teachers.The research results show that there are problems with a shortage of highly educated talents,low professional alignment rate,and insufficient staffing positions in the primary and secondary school science teacher team in China;the professional development of science teachers exhibits significant knowledge-based characteristics;the professional development training for science teachers belongs to the"high participation,high demand"model;A positive school atmosphere and teacher cooperation can help improve the professional development level of science teachers.It is suggested to deepen the implementation of the"National Excellent Plan"policy and accelerating the establishment of science teacher positions;schools should establish a platform for science teacher exchange and learning,and implement precise post service training;Science teachers should be guided by the spirit of Educators and continuously hone their professional skills.

作者后慧宏师欢欢 HOU Huihong;SHI Huanhuan(Capital Normal of University,Beijing 100037,China;Beijing Academy of Educational Sciences,Beijing 100036,China)

机构地区首都师范大学教师教育学院北京教育科学研究院教师研究中心

出处《比较教育学报》 CSSCI 北大核心 2024年第3期152-163,共12页 Journal of Comparative Education

基金北京市教育科学规划青年专项课题“北京市中小学教师数字素养影响因素及提升策略研究”(项目编号:CDA23068)。

关键词教育强国科学教师教师专业发展教育家精神 education power science teachers teacher professional development educator spirit

分类号 G4 [文化科学—教育技术学]

作者简介后慧宏,博士,首都师范大学教师教育学院讲师(北京100037);通讯作者:师欢欢,博士,北京教育科学研究院教师研究中心助理研究员(北京100036)。