英国文化教育协会《教师持续专业发展框架》探析  

An Analysis of British Council’s Continuing Professional Development Framework

作　　者：许立新[1] XU Lixin(School of Teacher Education,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教师教育学院

出　　处：《教师教育学报》2020年第2期103-109,共7页Journal of Teacher Education

基　　金：江苏省2015年度高校哲学社会科学研究基金资助项目“国际视野下的中小学教师专业发展研究”(1505022),项目负责人:许立新

摘　　要：英国文化教育协会推出的《教师持续专业发展框架》界定了教师持续专业发展的四个发展阶段,描述了教师专业发展的十二项专业实践活动及其具体要素。完备的专业发展内容、反思性的专业发展方法、责任驱动的专业发展角色为其鲜明特点。这一教师专业发展框架内容全面、要求具体,为英语教师专业发展指明了方向,亦为我国基础教育英语教师专业发展提供了借鉴与启示。British Council s Continuing Professional Development Framework includes four stages of teachers professional development and consists of 12 general professional practices and the subordinate components.The characteristics can be summarized as the construct of completeness of teachers professional development contents,emphasis on reflection-driven professional approaches,and reinforcement of responsibility-driven EFL teacher professional role.Its wide-covering contents,specific approaches and professional awareness may shed light on the directions and future professional development of China s EFL teachers in basic education.

关 键 词：专业发展 基础教育 英语教师 教师专业发展阶段 教师专业实践 

分 类 号：G659.6[文化科学—教育学]