新加坡工艺教育学院的教师专业发展模式评析  

Study on the PEPP&ER Model in the Institute of Technical Education of Singapore

作　　者：楼世洲[1] 陈丹[2] 

机构地区：[1]浙江师范大学研究生院 [2]金华职业技术学院人文学院

出　　处：《世界教育信息》2007年第6期33-36,共4页Journal of World Education

摘　　要：在新加坡政府公共服务改革的发展目标指引下,新加坡工艺教育学院实施了基于行动研究方法的反思性（PEPP＆ER）教师发展模式的改革。它由包括四个阶段的过程模式和质询、反思、教学评价三个主要因素组成,这一新体系推动了教师专业化知识和能力的协作与创新。本文从其发展背景、特点和意义几个角度进行了探讨,希望对我国的教师专业发展有所启示。To achieve the objectives of national public service reform,Institute of Technical Education has implemented the PEPP&ER teacher professional development model based on action research. It contains a four-step process and three factors including enquiry,reflection and teaching assessment. This model has promoted the collaboration of ITE's teachers and the creation of professional knowledge. This paper discusses its development background, characteristics and meaning, hopes to provide enlightenments for teacher professional development of our country.

关 键 词：工艺教育学院 反思性 教师专业发展 

分 类 号：G649.339[文化科学—高等教育学]