全球视野下的教师终身学习:概念辨析、政策重点与多元实践  

Teachers’lifelong learning from a global perspective:Concept analysis,policy priorities and diverse practices

作　　者：刘鑫鑫 樊晓杰 LIU Xinxin;FAN Xiaojie(Shanghai Normal University College of Education,Research Institute for Lifelong Education Policy,Shanghai 200234)

机构地区：[1]上海师范大学教育学院、上海师范大学终身教育政策研究中心,上海200234

出　　处：《教育发展研究》2024年第24期37-46,共10页Research in Educational Development

基　　金：中国博士后科学基金第75批面上资助项目(2024M752069)和第74批面上资助项目(2023M732324)的部分成果

摘　　要：教师终身学习是教师专业发展的核心,也是提升教育质量的重要途径。本文旨在辨析教师终身学习的概念,并分析全球及部分国家相关的政策与实践。尽管终身学习的理念在全球范围内得到了广泛认可,但由于社会、经济和文化等因素的差异,各国在教师专业发展过程中实施的终身学习政策与实践呈现出各自的特色。推动教师终身学习需要对现有的教师专业发展体系进行深入改革,以帮助教师更好地适应社会及教育领域的变化,更有效地支持学生的学习和发展。将符合可持续发展目标的教师终身学习理念付诸实践面临着复杂且多维度的挑战,亟需政府、学校和教师个人层面共同努力。Teachers'lifelong learning is the core of teachers'professional development and an important way to improve the quality of education.This article aims to analyze the concept of teachers’lifelong learning and analyze relevant policies and practices around the world and some countries.Although the concept of lifelong learning is widely recognized around the world,due to differences in social,economic,cultural and other factors,the lifelong learning policies and practices implemented in each country during the professional development of teachers have shown their own characteristics.Promoting teachers'lifelong learning requires in-depth reform of the existing teacher professional development to help teachers better adapt to changes in society and the educational field,thereby more effectively supporting students'learning and development.However,putting teachers'lifelong learning concepts in line with the Sustainable Development Goals into practice faces complex and multi-dimensional challenges that urgently require joint efforts by governments,schools and individual teachers.

关 键 词：终身学习 教师终身学习 政策与实践 

分 类 号：G451[文化科学—教育学]