體驗區
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| 篇名 |
OECD對發達國家教師繼續教育政策的分析：框架和主要結論
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| 並列篇名 |
OECD's Analysis of Continuing Education Policy for Teachers in the Developed Countries: Framework and Main Conclusions
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| 作者 |
曾曉東
、崔世泉
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| 中文摘要 |
在教师继续教育由学历补偿转向专业发展后，提高教师继续教育效果的工作变得复杂起来。直接将培训和教师晋升、奖励等结合起来的作法往往效果不佳，难以做到支持教育改革、提高教育适应社会变革能力的目标。本文根据OECD对教师政策的系列研究报告，对OECD教师继续教育政策分析的框架和主要结论进行了介绍。
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| 英文摘要 |
As the priority of teachers' in-service training shifts from diploma attainment to professional development, improving the effectiveness of teacher's in-service training becomes more and more complicated. If teacher's in-service training is directly related to providing extrinsic incentives e. g. promotion and rewards, it is hard to facilitate educational changes and making education adaptable to social changes. Based on a series of research reports on attracting, retaining and developing effective teachers given by OECD, this article draws a logic diagram and reaches main conclusions of OECD's analytical framework.
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| 頁次 |
41-45
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| 關鍵詞 |
policy analysis
、政策分析
、OECD
、teacher in-service training
、教師繼續教育
、CSSCI
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| 卷期 |
30:3
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| 日期 |
200803
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| 刊名 |
比較教育研究
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| 出版單位 |
北京師範大學/研究所
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