美国教师领导教育的实践路径、特征及启示  

The Practice Path, Characteristics and Enlightenment of Teacher Leadership Education in the United States

作　　者：范士红 熊梅[3] FAN Shihong;XIONG Mei(Northeast Normal University,Changchun Jinlin 130024;Anshan Normal University,Anshan Liaoning 114007;Guizhou Normal University,Guiyang Guizhou 550025)

机构地区：[1]东北师范大学教育学部,吉林长春130024 [2]鞍山师范学院教育科学与技术学院,辽宁鞍山114007 [3]贵州师范大学教育学院,贵州贵阳550025

出　　处：《现代教育管理》2021年第3期95-100,共6页Modern Education Management

基　　金：辽宁省高等学校国(境)外培养项目“鞍山师范学院学前教育专业教师专业能力提升计划培养项目”(2020GJWYB030)

摘　　要：美国从20世纪90年代开始进行教师领导教育的实践探索,主要通过国家政策支持、出台相关标准、大学—学区—学校合作等形式开展教师领导教育,并呈现出主体多元、内容丰富、方式多样、以实践为导向等特点。我国教育民主化进程的推进对教师成为领导者提出了现实需求,在原有的教师教育体系中增加教师领导教育的内容,是支持和发展教师领导者的有效方式。借鉴美国教师领导教育的经验,我国可以通过帮助教师觉醒领导意识、发挥学校组织的积极作用以及鼓励高等学校与相关社会组织参与等方式开展教师领导教育。The study and practice of teacher leadership education in the USA began in the 1990 s,mainly through the support of national policies,building relevant standards and frameworks of teacher leadership,and university-district-school cooperation.It is characterized by multiple subjects,rich content,diverse ways,practical orientation and so on.The advancement of education democratization in China has put forward the realistic demand for teachers to become leaders.Adding the content of teacher leadership education in the previous teacher education system is an effective way to support and develop teacher leaders.Learning from the experience of American teacher leadership education,we can help teachers awaken their sense of leadership,give full play to the positive role of school organizations,and encourage the participation of colleges and relevant social organizations.

关 键 词：教师领导教育 教师领导 教师教育 教师领导标准 实践路径 

分 类 号：G451[文化科学—教育学]