澳大利亚职业教育教师制度的基本框架、问题及发展建议  

Vocational Education and Training Teacher System in Australia:Basic Frame,Problems and Suggestions

作　　者：商霄杰[1] 屈书杰 

机构地区：[1]石家庄学院教育学院,石家庄050035 [2]岭南师范学院外国语学院,广东湛江524048

出　　处：《成人教育》2016年第9期83-89,共7页Adult Education

基　　金：2012年教育部人文社科规划基金项目"职业技术教育教师比较研究";课题编号为12YJA880092

摘　　要：澳大利亚职业教育教师制度的基本框架包括任职资格、职前培养、新任教师的持续性专业学习以及在职专业发展四部分,四者构成的有机体系为职业教育与培训系统提供了大量优质师资。然而,受到教育经费削减等多重因素的影响,澳大利亚职业教育教师培养面临着非正式员工所占比重较大、教师年龄老化现象突出、职前培养与在职培训相对不足等问题。若想突破困境,促进职业教育可持续优质发展,不仅需要增加投入,更需要各方加强协作与配合,共同提升教师专业化水平。The basic framework of vocational education and training teacher system in Australia includes qualifications, pre-serv- ice training, new teachers＇ continuing professional learning and in-service professional development, which provides a number of high- quality teachers for the vocational education and training. However, influenced by multiple factors such as education funding cuts, Australian vocational education teacher training is facing several problems, such as a high percentage of informal staff and aged teach- ers, as well as insufficient pre-service and in-service training. To break through the dilemma and finally to promote the development of vocational education quality, increasing investment is needed, as well as to strengthen the coordination and cooperation of all parties, in order to jointly promote teachers＇ professional level.

关 键 词：澳大利亚 职业教育教师 问题 发展建议 

分 类 号：G719.1[文化科学—职业技术教育学]