论教师专业发展与教师职业培训  

On Professional Development and Occupational Training of College Teachers

作　　者：叶蕴珊[1] 

机构地区：[1]扬州大学教育科学与技术学院,江苏扬州225002

出　　处：《扬州大学学报（高教研究版）》2005年第3期67-71,共5页Journal of Yangzhou University（Higher Education Study Edition）

摘　　要：要把握教师专业发展首先要端正三大认识,即教育专家不等于教育学者,教育技能不能代替教育感受力,教师的生存境界不能代替发展境界;其次要确立两大理念,即教师是课程的领导者,科研引导教学的教师发展观。而教师职业培训则应重点关注自我发展的专业成长理论和研究者姿态的培训取向。Three distinctions must be clear in order to understand the professional development of college teachers: education experts are not necessarily education scholars; teaching skills can not replace teaching inspirations; surviving conditions are not equal to development conditions. Besides, two concepts must be established: the teacher is the leader in the teaching project, and academic research is essential in helping the teacher develop. The occupational training should pay attention to the self-development of professional quality and training the teachers to be researchers.

关 键 词：教师教育 教师专业发展 教师职业培训 

分 类 号：G650[文化科学—教育学] G451.2