基于RPL的边远地区幼儿教师专业发展策略研究:澳大利亚的经验  

The Research on Early Childhood Teacher Professional Development Strategies based on RPL in Remote Areas: Australian Experience

作　　者：吉兆麟[1] 

机构地区：[1]南通大学教育科学学院,江苏南通226007

出　　处：《外国教育研究》2014年第5期40-49,共10页Studies in Foreign Education

基　　金：教育部2012年人文社会科学研究规划基金项目"教育均衡发展视域下农村幼儿教师队伍建设研究"(项目批准号:12YJA880050)

摘　　要：由于在交通条件、经济发展水平和教育基础设施方面存在明显差距,边远地区幼儿教师的专业发展面临诸多挑战,为了给予他们更加自由和广阔的专业发展空间,澳大利亚开始以RPL为抓手推行教师专业发展改革。目前,基于RPL的边远地区幼儿教师专业发展策略成为澳大利亚应对地区教育差异和教师专业发展瓶颈的重要举措。Due to apparent differences in traffic conditions, economic development level and educational infrastructure, early childhood teacher professional development in remote areas has been facing with many challenges. In order to give more freedom and vast profes- sional development space, Australia has started applying RPL to promote teacher profes- sional development reform. At present, early childhood teacher professional development strategies based on RPL in remote areas have become the important measures which Austra- lia responded to the area difference of education and teacher professional development bot- tleneck.

关 键 词：先前学习认定 边远地区 幼儿教师专业发展 澳大利亚 

分 类 号：G619.3[文化科学—学前教育学]