英格兰新教师入职教育制度:发展历程、运行环节与特点分析  

System of Induction for Newly Qualified Teachers in England:History,Operation and Characteristics

作　　者：钱冰洁 Qian Bingjie(College of Teacher Education,Zhejiang Normal University,Jinhua 321000,China)

机构地区：[1]浙江师范大学教师教育学院,浙江金华321000

出　　处：《继续教育研究》2021年第3期77-81,共5页Continuing Education Research

摘　　要：新教师从学生到教师的角色转变,需要在教育教学工作情境中完成,新教师入职教育的价值也由此彰显。英国政府重视教师教育的专业性与连贯性,英格兰新教师入职教育制度的发展经历了意识萌芽、制度探索、制度确立、完善与巩固等四个阶段。该制度涉及前期准备、正式开展以及正式评估等三个环节,以教师教育连贯性、持续性为理念内核,以高质量的入职教育为追求目标,依靠法定权威推进落实,注重权责分担与协作配合,并不断回应现实,最终形成了颇具特色的入职教育实践。It is the process of induction by which the new teachers truly adapt to and learn about their roles as teachers.The significance of induction is thus shown.The UK government values the professionalism and coherence of teacher education,and the development of the induction system in England has experienced four stages:consciousness budding,system exploration,system establishment,improvement and consolidation.The induction system involves preparation,induction process and formal assessments.Based on the core concept of the coherence and consistency of teachers’education,with high quality training as the goal,the implementation of induction relies on legal authority,valuing shared responsibilities and cooperation,responding to the reality and has developed into an induction system with its own characteristics.

关 键 词：新合格教师 教师教育 入职教育 英格兰 

分 类 号：G451.2[文化科学—教育学]