教师专业化的制度困境与突围路径  

Teacher Professionalization:Institutional Dilemma and Breakthrough Path

作　　者：肖磊[1] 

机构地区：[1]河南大学教育科学学院,开封475004

出　　处：《课程．教材．教法》2018年第1期120-125,共6页Curriculum，Teaching Material and Method

基　　金：河南省2017年度教师教育课程改革研究项目"地方高师本科院校教师教育精品化战略研究"(2017-JSJYYB-013);河南省2017年科技发展计划项目"地方高校转型应用技术大学实践路径研究"(172400410077)

摘　　要：教师专业化不仅关乎教师社会地位的提升,更关乎教育事业的科学开展。教师教学转化能力的养成与提升是教师专业化的核心。这种能力并非自发形成的,而是需要经过长期的教师教育方能养成。由于师资的结构性短缺和模仿国外,我国教师政策逐步走向开放化,但相关制度尚不健全,忽略了"准教师"教学转化能力的考察。摆脱这种困境的可能路径有两个:其一,摒弃教师开放化政策,保证未来教师具备较高的专业素养;其二,继续教师开放化政策,但完善相关制度,保证教师队伍建设的自由度与公正性。The core of teacher professionalization is the cultivation and promotion teachers＇ ability of teaching transformation. This ability cannot be formed spontaneously, but through the long-term teacher education. However, because of the structural shortage of teachers and imitation of foreign countries, the policy of teaching staff construction is gradually opening up in recent years, ignoring the study of preservice teacher teaching transformation ability. There are two possible ways out of this dilemma： to abandon the open policy of teacher to ensure future teachers with high professional accomplishment; to continue to implement the open policy of teacher, at the same time improve the relevant supporting institution.

关 键 词：教师专业化 教学转化 教师教育 制度悖论 教师资格认定 

分 类 号：G650[文化科学—教育学]