澳大利亚教师教育发展战略探究  

Research on the Development Strategy of Teacher Education in Australia

作　　者：赵一凡 王涛 ZHAO Yifan;WANG Tao(School of Education,Linyi University,Linyi,276012 Shandong;School of Foreign Languages,Linyi University,Linyi,276012 Shandong)

机构地区：[1]临沂大学教育学院,山东临沂276012 [2]临沂大学外国语学院,山东临沂276012

出　　处：《基础教育参考》2023年第11期51-61,共11页Basic Education Review

基　　金：教育部教育管理信息中心教育管理与决策研究服务专项2022年度委托课题“国外教师教育战略行动研究及其数据库建设”(编号:EMIC-YJC-2022016);山东省教育科学规划重大招标课题“山东省中小学教师专业素养整体提升的体制机制创新研究”(编号:VZ2017002)。

摘　　要：澳大利亚的教师教育起源于19世纪下半叶的师资培养活动,至今已有百余年的历史。近年来,受社会经济、新冠疫情等因素的影响,澳大利亚的教师队伍呈现新情况。为提升教师队伍质量,澳大利亚政府在初任教师队伍吸引选拔优秀人才、搭建身份转变的桥梁、提高教师数字素养,为偏远及农村地区的教师提供个性化指导与支持,加强高素质幼儿教师队伍建设等方面采取了重要举措。这些举措在澳大利亚各级政府的支持下,多以项目、计划的形式开展,助力澳大利亚高质量教师队伍的建设。Teacher education in Australia has a history of more than one hundred years,originating from teacher training activities in the second half of the 19th century.In recent years,due to the influence of social and economic factors,the COVID-19 pandemic and other factors,Australia's teaching workforce presents new problems.The government has also taken corresponding new measures in teacher education,which are mainly embodied in attracting and selecting excellent talents for novice teachers,building a bridge for the identity transformation of beginning teachers,improving teachers'digital literacy,providing personalized guidance and support for teachers in remote and rural areas,and strengthening the construction of high-quality preschool teachers.Under the auspices of the Australian government,the above measures at several levels are mostly carried out in the form of projects and plans.

关 键 词：澳大利亚 教师教育 初任教师 偏远及农村地区 数字素养 

分 类 号：G51[文化科学—教育学]