美国基于行动的教师专业发展模式  

Action-Based Teacher Professional Development Model in the United States

作　　者：肖起清 XIAO Qiqing(School of Teacher Education,Zhaoqing University,Zhaoqing,Guangdong 526021,China)

机构地区：[1]肇庆学院教师教育学院,广东肇庆526061

出　　处：《肇庆学院学报》2021年第3期49-54,共6页Journal of Zhaoqing University

摘　　要：通过考察和文献研究发现美国中小学教师的专业发展基本上是围绕教育教学过程,是基于行动的权利赋予和能力提升,并且是以学生的成长与发展为最终目标。在师范生的培养中注重教育实习过程的培养,在新教师培训中注重的是教学导向与教学适应,在职教师主要是通过校本研修实现专业发展,教师教学评价是以能力提升为核心,通过多途径实现教学发展。美国中小学教师基于行动的专业发展模式为我国教师队伍建设和教师专业发展提供了公平教育理念、赋权增能理论、创新培训方式、教师评价标准和教师发展政策等方面的富有积极价值的借鉴意义。Through investigation and literature research,it is found that the professional development of primary and secondary school teachers in the United States is basically centered on the process of education and teaching,based on the empowerment of action and ability improvement,and on the growth and development of students as the ultimate goal.In the training of normal university students,emphasis is placed on the training of education practice process,while in the training of new teachers,emphasis is placed on teaching orientation and teaching adaptation.In-service teachers mainly achieve professional development through school-based research and training,while the overall teaching evaluation of teachers focuses on the improvement of ability and achieves teaching development through multiple ways.The activity-based professional development model of primary and secondary school teachers in the United States provides positive reference for the construction and professional development of teachers in China in terms of the concept of fair education,the theory of empowerment,innovative training methods,teacher evaluation standards and teacher development policies.

关 键 词：中小学教师 专业发展 行动方案 

分 类 号：G650[文化科学—教育学]