教师职前职后教育一体化改革探索与实践  

The Exploration and Practice of Pre-service and In-service Teacher Education Integration Reform

作　　者：宋强刚[1] 陈国英[1] 陈钰萍[1] 邱兴[1] 唐安奎[1] 

机构地区：[1]四川教育学院,成都610041

出　　处：《四川教育学院学报》2008年第5期1-4,共4页Journal of Sichuan College of Education

基　　金：四川省高等教育人才培养质量和教学改革2006年重点项目

摘　　要：教师职业是一种专业性职业,从业者需要专门的情感、知识和能力等素养。教师专业素养的形成,不应是自发的,而应该接受专门的教育。教师教育主要包括职前培养和职后培训。从教师专业发展的内在需要看,职前培养和职后培训需要在管理体制、目标、内容和师资等方面实现一体化。在实现教师教育一体化的探索中,省级教育学院有职后培训的优势,但在职前培养方面还需要积累经验。为了更好地创建新型教师教育体系,实现教师教育的一体化,四川教育学院作了多方面的探索,取得了预期的阶段性成果。The teacher occupation is one kind of specialized occupations. The practitioners need special accomplishment such as professional emotion, knowledge and ability. The formation of teachers＇specialized accomplishment should not be spontaneous, but should receive special training. From the inherent demand of professional development of teachers, pre - service cultivation and in - service training request the integration in the management structure, objective, content and faculty. In achieving the exploration of teacher education integration, the provincial colleges of education have the advantages of in - service training; however, need to accumulate experience in pre - service cultivation. In order to better create a new system and actualize the integration of teacher education, Siehuan College of Education made multi - facet explorations and achieved the expected initial results.

关 键 词：教师教育 职前教育 职后教育 一体化 

分 类 号：G451.2[文化科学—教育学]