组织驱动:加拿大中小学教师入职教育的路径与启示  

An Analysis of New Teacher Induction Supported by Teacher Organizations in Canada

作　　者：严金波 YAN Jinbo(School of Foreign Languages,Changshu Institute of Technology,Changshu 215500,China)

机构地区：[1]常熟理工学院外国语学院,江苏常熟215500

出　　处：《常熟理工学院学报》2020年第6期105-111,共7页Journal of Changshu Institute of Technology

基　　金：教育部人文社会科学研究规划基金项目“中加中小学教师入职教育比较研究”(18YJA880102)。

摘　　要：加拿大中小学教师都依法加入特定的工会组织。基于工会本色与专业自主的政策背景,教师组织直接影响着每位会员的生存和发展。因之,新教师入职教育具备了“组织驱动”所需的保障与力量。在支持新教师顺利度过入职期的行动中,该国13省区的教师组织都能以配角、主角或合作伙伴的身份积极作为,共同演绎了“组织驱动型”教师入职教育的实施模式,同时显现出的制度化、规范化和校本化等本土经验可供我国借鉴。In Canada,school teachers belong to certain organizations legally,so teachers’organizations can contribute to their members’livings,pre-service education,induction and professional development.Based on the above background and the requirements of teacher professionalization,Canadian teacher organizations consider it as their responsibility to provide induction supports for their new members.In this paper,teacher organizations in 13 provinces and territories are found to play a leading,supporting or cooperating role in new teachers’induction.And those organization-driven programs indicate that new teacher induction and mentoring should be systemized along with regulated contents and school-based supports,which is a helpful hint for teacher induction reform in China.

关 键 词：教师组织 教师入职教育 新教师 加拿大 

分 类 号：G451[文化科学—教育学]