美国初任教师入职引导体系探析——以美国康涅狄格州为例  

Onthe United States Beginning Teacher Induction System——taking Connecticut as an example

作　　者：李先军[1] 苏明明 Li Xian-jun;Su Ming-ming(School of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教师教育论坛》2018年第7期62-67,72,共7页Teacher Education Forum

基　　金：湖北省高校人文社会科学重点研究基地"湖北教师教育研究中心"开放基地项目研究成果项目(jsjy2007001)

摘　　要：初任期是一个教师专业成长和发展的关键期,同样也是充满困难和考验的一个时期。美国早在上个世纪60年代起着力构建初任教师的入职引导体系。美国各州的入职教育因其所在州教育政策不同而有所差异,康涅狄格州入职引导体系,以立法为保障,明确规定教育行政部门制订入职引导计划、安排管理实施的职责。教育厅专设州协调委员会、专项管理人员及安排导师支持初任教师入职引导。以入职引导计划的预设目标为导向,对初任教师的综合表现进行评估。美国的初任教师入职教育为其教师专业发展做出了重要贡献。The beginning term is a critical period for the professional growth and development of teachers,as well as a period of difficulties and trials.In the 1960 s,the United States focused on building the induction system for the beginning teachers.The entry of education in the states varies with the state education policy.The Connecticut entry guidance system,with the legislation as the guarantee,clearly stipulates that the education administration should formulate an induction guide plan and arrange the duties of management and implementation.The department of Education specializes in coordinating state committees,special managers and arrange mentors to support the beginning teachers.Guided by the preconceived goal of the induction guide plan,to evaluate the comprehensive performance of the beginning teachers.The beginning teacher induction education in the United States has made an important contribution to the professional development of teachers.

关 键 词：初任教师 入职引导 美国 

分 类 号：G523[文化科学—教育学]