哈萨克斯坦教师教育研究  

A Study on Teacher Education in Kazakhstan

作　　者：阿依提拉·阿布都热依木 沈雨欣 Ayitila Abudureyimu;SHEN Yuxin(College of Educational Science,Xinjiang Normal University,Urumqi Xinjiang 830017)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐下830017

出　　处：《比较教育研究》2024年第5期34-41,共8页International and Comparative Education

基　　金：新疆师范大学智库2022年度招标课题一般项目“构建我国与中亚国家‘一带一路’教师教育交流与合作平台研究”(项目编号:ZK202284B)。

摘　　要：哈萨克斯坦为提升教师职业能力,促进教师专业发展,构建了连续教师教育体系,包括大学前教师职业指导、中等后师范教育、高等及大学后师范专业教育,以及教师技能提升和教师再培训五个层次。但受历史遗留因素影响,哈萨克斯坦教师薪资水平低,社会地位不高,职业吸引力弱,教师教育现代化程度有待加深。这些问题是制约哈萨克斯坦建设高水平教师队伍的瓶颈难题。目前,哈萨克斯坦以连续教师教育体系为依托,保障全国教育发展所需的师资供给;以立法先行为原则,提高教师地位;以提升教师专业素养为目标,更新职称评定标准,加快实现师资培养良性循环。In order to promote the development of teachers'professional competence and to meet the needs of teachers'professional development,Kazakhstan has established a continuous teacher education system,which includes five levels:pre-university teacher career guidance,post-secondary teacher education,tertiary and postuniversity teacher professional education,as well as teacher skill improvement and teacher in-service training.Owing to the historical factors,problems such as low payment,low social status,poor career attractiveness and insufficient teacher education modernization are still bottlenecks of building a high-level teaching team and improving the quality of education in Kazakhstan.At present,Kazakhstan relies on the continuous pedagogical education to ensure teacher supplies for the development of education in the country;improves the status of teachers through legislative measures,and continuously improves the teacher training with the goal of developing their professional quality.

关 键 词：哈萨克斯坦 教师教育 连续教师教育体系 

分 类 号：G536.1[文化科学—教育学]