当代国外中小学教师培训理论的发展与走向  

On the Development and Trends of Contemporary Teacher Training Theory for Primary and Secondary School Teachers Overseas

作　　者：龙宝新[1] 

机构地区：[1]陕西师范大学教育学院

出　　处：《天津师范大学学报（基础教育版）》2017年第1期1-8,共8页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：2015年度全国教育科学规划教育部重点项目"卓越教师职前成长微环境研究"(DAA150203)

摘　　要：在职培训是造就卓越中小学教师的枢纽阶段,教师培训理念与制度创新事关国家基础教育改革的成败。在形形色色的国外教师培训理论中,连锁生效理论、教师发展连续性理论、双路径理论、参与式学习理论、实践社团理论与专业重构理论等尤为引人注目,堪称培训理论的典型代表,其共同特点是:理论关注点多样化、培训效能观趋同、关键培训要素相似。从态势上看,未来国外教师培训理论将更加关注培训实效提升问题,致力于构建"双高"型教师培训,完善网络化教师培训体系。In - service teacher training constitutes the key link in the process of forming outstanding primary and secondary school teachers, and teacher training ideas and institutional innovation determine whether our basic educational reform will succeed or fail. Among the diversified teacher training theories, chain reaction theory, continuous teacher development theory, double path theory, participatory learning theory, practical community theory and professional reconstruction theory are especially worthy of our attention, which can be called typical theories. There are a lot of common characteristics in them, that is, varied theoretical emphases, convergent training effect view and similar key training factors. In the future, foreign teacher training theories will focus more on the training effect, devoted to double - high teacher training and perfection of teacher training system.

关 键 词：在职教师培训 教师培训理论 卓越教师 

分 类 号：G62[文化科学—教育学]