體驗區
|
| 篇名 |
美国转岗教师形成、特征与审思
|
| 並列篇名 |
Second-career Teachers in the United States: Formation, Characteristics, and Reflections
|
| 作者 |
李永全(LI Yongquan)
|
| 中文摘要 |
20世纪90年代以来，转岗教师在美国中小学逐步兴起。美国转岗教师形成的主要动因包括学生与教师数量的变化、地区与学科供需的差异、潜在群体的素质与转岗意愿、政府与学校的积极引导等四个方面。与传统师范生相比，转岗教师的特征主要体现在六个方面，分别为具有丰富的工作经历、指向教育本身的内在教学动机、灵活高效且重视实践指导的培养路径、兼具迁移性与复合性的专业认知、基于学科导向的教学实践和更加客观的教师身份认同。审慎思考美国转岗教师可以发现，转岗教师的实际作用存在一定的限度，并且面临着有待超越的双重挑战，其未来的发展应当走向融合之路。
|
| 英文摘要 |
Since the 1990s, second-career teachers have gradually increased in K-12 schools in the United States. The main reasons for the formation of second-career teachers in the United States include the changes in the number of students and teachers, imbalances between demand-supply of subjects and regions, the quality and willingness of potential groups to transfer, and the active guidance of the government and schools. Compared with traditional teachers who graduated from normal universities, the characteristics of second-career teachers are mainly reflected in six aspects: rich work experience, internal teaching motivation pointing to education itself, flexible and efficient training path with attention to practical guidance, professional cognition with mobility and compound, discipline oriented teaching practice and more objective teacher identity. A careful consideration of American second-career teachers reveals that there are certain limits on the practical role of the second-career teachers, and they are facing the dual challenges to cope, and they will move towards the road of integrated development in the future.
|
| 頁次 |
062-069
|
| 關鍵詞 |
美国教育
、教师教育
、转岗教师
、American education
、teacher education
、second-career teachers
、CSSCI
|
| 卷期 |
44:5
|
| 日期 |
202205
|
| 刊名 |
比較教育研究
|
| 出版單位 |
北京師範大學/研究所
|
| DOI |
10.20013/j.cnki.ICE.2022.05.07
|
|
相關文獻 :
客服信箱