国内外见习教师个性化培养对比与思考  

Comparison and Reflection on Domestic and International Personalized Cultivation for Probationary Teachers

作　　者：王妮娜 

机构地区：[1]上海市控江初级中学,上海

出　　处：《教育进展》2023年第8期6047-6053,共7页Advances in Education

摘　　要：近年来,见习教师培养是教师专业发展的第一块基石,在国内被越来越重视。以上海见习教师规范化培训为例,新教师入职教育依赖于师徒结对制,但是培训与工作的双重负担让新教师倍感压力。本篇参考英美日三国的新教师入职培训经验,建议国内见习教师培训可以通过调整见习教师个性发展的培训内容,延长见习周期,细化规培研修内容,将校内见习个人培养计划规范化等方式提供新教师便利,以促进优化新教师入职培训。In recent years, the cultivation of probationary teachers, as the first milestone for teachers’ profes-sional development, has been increasingly valued in China. Taking the Shanghai standardized training of probationary teachers as an example, the training for new teachers before career relies on the mentoring system, but the double burden from training and work makes new teachers feel over pressure. This article refers to three kinds of experience on new teacher training in the USA, the UK and Japan. It is recommended that Chinese domestic probationary teacher training need provide convenience for probationary teachers by adjusting the training content for individual development, extending the trainee duration, refining the training content, and standardizing the personal training plan within schools, which promotes the cultivation for probationary teachers.

关 键 词：见习 教师 入职 培训 

分 类 号：G63[文化科学—教育学]