教师在职培训的趋势与分析——基于TALIS 2018结果的实证研究  

Points out the Similarities and Differences of Teacher's Professional Development in the World and in Shanghai

作　　者：王洁[1] 姜虹[2] WANG Jie;JIANG Hong

机构地区：[1]上海师范大学国际与比较教育研究院,上海200234 [2]上海市青浦区教师进修学院,上海201700

出　　处：《比较教育学报》2020年第2期73-85,共13页Journal of Comparative Education

摘　　要：本研究通过对2018年教师教学国际调查(TALIS)项目呈现数据的二次分析,在一个全球数据共享的平台上,指出全球和上海教师专业发展的相同与不同:参加在职培训是一种制度化的规约;教师倾向于参加基于内容的培训,但OECD教师和上海教师的需求度不同;对于应对未来挑战所需要的培训内容,参与度中等但有高需求;基于内容和同伴合作、主动学习的培训被认为是有效的;工学矛盾仍然是教师参加专业发展活动的最大障碍。结合学校校长与教师的访谈案例,揭示和分析数据背后的细节,指出影响教师专业发展的三种“环境”:传统观念与趋势引导的宏观背景、有效学习与制度规约的不一致、自我实现和为公共服务动机的抗争。最后提出新的教师专业发展观。Through a secondary analysis of the data presented by the International Teacher Teaching Survey(TALIS),this study points out the similarities and differences of teacher's professional development in the world and in Shanghai based on a global data sharing platform:(1)Participation in teacher on-the-job training is an institutionalized statute;(2)Tend to participate in content-based training,but the demand for OECD and Shanghai teachers is different;(3)The characteristics of the training that content required to meet future challenges is medium participation but high demand;(4)The training based on content and peer cooperation and active learning is considered effective;(5)Contradictions between work and study still the biggest obstacle for teachers to participate in professional development activities.Combing the interviews with case school principals and teachers and the details behind the data,this paper try to points out three types of''environmental"that have an impact on professional development:macro backgrounds guided by traditional concepts and trends inconsistencies in effective learning and institutional regulations fighting between self-actualization and the motivation for public service.Finally,it is proposed to crack the new concept of teacher professional development.

关 键 词：TALIS 教师在职培训 激励因素 环境影响 

分 类 号：G451.2[文化科学—教育学]