芬兰和中国新教师入职指导实践的对比分析  

A comparative analysis of new teacher induction practices in Finland and China

作　　者：冯开甫[1] 李秀兰 FENG Kai-fu;LI Xiu-lan(College of Marxism,China West Normal University,Nanchong 637000,China;School of Education,China West Normal University Nanchong 637000,China)

机构地区：[1]西华师范大学马克思主义学院,四川南充637000 [2]西华师范大学教育学院,四川南充637000

出　　处：《湖北师范大学学报（哲学社会科学版）》2022年第6期146-151,共6页Journal of Hubei Normal University（Philosophy and Social Science）

摘　　要：世界各国对于新教师的入职培训都十分重视,而指导是各国广泛用于新教师入职培训的一种实践方式,其具体做法受制于特定地点的传统和安排。理解不同国家的入职指导实践,就必须重视不同国家的本土条件。芬兰和我国针对新入职教师的做法设置了不同实践项目。从实践架构理论角度分析两国指导实践的预设安排,发现这些不同的项目涉及不同的实践架构,其本质是对于不同文化话语、物质经济和社会政治的阐释性安排。The whole world attaches great importance to the induction training of new teachers.Mentoring is a practical way widely used in induction training of new teachers,and the exact practice of mentoring is subject to the traditions and arrangements of specific places.To understand the induction training practius in different countries,we must pay attention to the local conditions.Finland and China have different practical projects for new teachers.From the theory of practice framework,this paper analyzes the pre-set arrangement of induction practice in the two countries,and finds that these different projects involve different practice frameworks,which are explanatory arrangements for different cultural discourses,material economy and social politics.

关 键 词：新教师 入职培训 指导 实践架构 

分 类 号：G451.1[文化科学—教育学]