教师专业发展即专业实践的改善  

Teachers' Professional Development as Improvement of Professional Practice

作　　者：崔允漷[1] 王少非[2] 

机构地区：[1]华东师范大学课程与教学研究所 [2]浙江台州学院

出　　处：《教育研究》2014年第9期77-82,共6页Educational Research

基　　金：教育部人文社会科学重点研究基地重大项目“叙事的行动研究与教师教育课程改革研究”(项目编号:13JJD880016)的研究成果之一

摘　　要：教师专业发展滥觞于对专业地位的追求,隐含着专门职业高于一般职业的假定,但如今看来这种假定未必成立。理解专业有不同的视角:专业是一种实践,专业规定了边界,专业还意味着精熟。如果从这些视角来理解专业,那么教师专业发展就是教师专业实践的改善。Teachers＇ professional development starts from the pursuit of the professional status. It implies the assumption that profession is higher than general vocation. However, this kind of assumption may not be correct. There are different perspectives of profession： profession is a kind of practice, profession regulates boundaries, and profession also means mastery. If we understand profession from these perspectives, teachers＇ professional development is the improvement of professional praetice.

关 键 词：教学专业 教师专业发展 教师专业实践 

分 类 号：G451.1[文化科学—教育学]