乡村教育振兴中学前教师职后专业发展的困境与突破  

Professional Development of In-service Early Childhood Teachers in the Context of Rural Education Revitalisation:Dilemmas and Breakout Strategies

作　　者：吴荔红[1] 陈泽锴 WU Li-hong;CHEN Ze-kai(College of Education,Fujian Normal University,Wuhan 350007,China)

机构地区：[1]福建师范大学教育学院,福建福州350007

出　　处：《集美大学学报（教育科学版）》2024年第3期1-7,共7页Journal of Jimei University：Education Science Edition

基　　金：福建省教育科学“十四五”规划2023年度“协同创新”专项课题“乡村振兴视域下福建省乡村幼儿教师队伍质量提升机制与路径研究”(Fjxczx23-207);2024年福建师范大学创新创业训练计划“生态系统理论视角下县域学前教育发展与社会变革的历史性互动”(cxxl-2024219)。

摘　　要：全面加强乡村学前教师职后专业发展是支撑乡村学前教育有质量运行的实践要求,也是城乡学前教师平等享有发展权益的伦理要求,但在实践中仍面临着支援行动“镇区化”偏畸、研训支持城市化单调化、在地引领者与理论基础缺失、参训时间与资金难题突出、教师自我效能感乏匮等问题。为此,须加强面向乡村学前教师发展权益的政策关注,建构多元化精准帮扶路径,积极挖掘能够发挥引领作用的乡村学前教育带头人,完善教师进升与补贴保障机制,提振乡村学前教师发展动机。在纾困政策设计中,应坚持普惠性教师发展支援的存续与共享,以高层次超部门统筹切实增进政策实效。Promoting the post-service professional development of rural early childhood teachers is a practical requirement to support the quality development of rural education and an ethical requirement for urban and rural teachers to equitably enjoy the right to development.In reality,the post-service professional development of rural early childhood teachers still faces many difficulties.For example,the main beneficiaries of various kinds of support are in fact teachers in central market towns;training activities do not meet the needs of villages and are in a single form;there is a lack of localized leaders and relevant theoretical support;teachers face difficulties in terms of funds and time when they participate in trainings;and teacherssense of self-efficacy is insufficient.To this end,it is necessary to strengthen policy attention,implement various forms of precise support,and actively explore grassroots leaders.It is also necessary to improve the promotion and subsidization mechanisms for teachers to protect their motivation for development.In the process of designing and implementing the relevant policies,it is important to ensure that the policies for all teachers remain universally beneficial,and that the policies for early childhood teachers in rural areas are effectively coordinated on a supra-sectoral basis.

关 键 词：乡村振兴 学前教育 教师专业发展 教育政策 

分 类 号：G451.2[文化科学—教育学]