美国芝加哥新教师入职引导制度的效能考察  

Investigation on the New Teacher Induction of Chicago Public Schools in the USA

作　　者：陈芳[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育理论与实践》2009年第1期39-42,共4页Theory and Practice of Education

摘　　要：美国芝加哥为解决公立学校新教师的大量流失问题,采取了一套"入职引导"制度。根据教育的情境化研究理论,教师个体的身份背景、课堂要求以及学校环境对新教师的教学体验和继续从教意愿具有重要影响。新教师入职引导制度主要对这三方面产生一定的调节作用,以留住优秀教师。通过调查研究发现,教学指导和同事的支持对新教师具有重要意义,但是有些入职引导方案的效果不甚明显,需要改进。To solve the problem of teacher drain in the public schools, Chicago has embraced ＂induction＂ as a means for retaining good teachers. There are three contextual factors which affect the new teachers＇ teaching experience and their willingness to continue the teaching work, including new teachers＇ background, classroom demands, and school environment. Induction is mainly used to regulate those three factors to serve the purpose of retaining good teachers. According to the investigation, teaching guide and support from other teachers in schools play an important role in new teachers＇ development, but there is still need for improvement in some programs because of their ineffectiveness.

关 键 词：教师流失 教师保持 入职引导 教学指导 

分 类 号：G40-059.3[文化科学—教育学原理]