教师教育变革期欧盟教师多样性的实施  

Implementation of Teacher Diversity in EU in the Reform Period of Teacher Education

作　　者：朱羽潇 俞可[2] Zhu Yu-xiao;Yu Ke(College of Arts and Sciences,Suqian College,Suqian Jiangsu 223800;Institute of international and Comparative Education,Shanghai Normal University,Shanghai 200000)

机构地区：[1]宿迁学院文理学院,江苏宿迁223800 [2]上海师范大学国际与比较教育研究院,上海200000

出　　处：《教师教育论坛》2022年第1期83-86,共4页Teacher Education Forum

基　　金：2020年江苏省高校哲学社会科学基金项目“师范生实践性知识生成现状及发展策略研究”(项目编号:2020SJA2164).

摘　　要：21世纪以来欧盟移民学生大幅增加。欧盟教师教育领域的实践呈现较明显的趋势:大力推进职前准教师和在职教师多样性,厚植教师多元文化情怀,淬炼教师多语言、多文化教学能力。欧盟实施教师多样性采取三大措施:一是宏观政策层面变革;二是通过开放协调式政策工具与师范生计划选拔标准,确立教师多样性质量保证机制;三是实现教师多样性长远发展的核心:使教师成为反思型、终身型、自主型学习者。Since the 21st century,the number of EU immigrant students has increased greatly.The practice in the field of Teacher Education in EU presents a clear trend:vigorously promote the diversity of preservice prospective teachers and in-service teachers,cultivate teachers'multicultural feelings,and refine teachers'multilingual and multicultural teaching ability.Based on the international testing and evaluation project and the statistical analysis report of EU,this paper expounds three measures to implement teacher diversity in EU:first,reform at the macro policy level;second,establish a quality assurance mechanism for teacher diversity through opening and coordinating policy tools and selection criteria for normal students;third,the core of long-term development of teacher diversity:teachers become reflective and lifelong learning Learning and autonomous learners.

关 键 词：欧盟 教师教育 教师多样性 实施 

分 类 号：G40[文化科学—教育学原理]