體驗區
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| 篇名 |
英国教师持续性专业发展：背景、内涵及发展趋势
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| 並列篇名 |
Teacher Continuing Professional Development in UK： Background, Connotation and Development Trend
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| 作者 |
郭瑞迎(GUO Rui-ying)
、牛梦虎(NIU Meng-hu)
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| 中文摘要 |
教师持续性专业发展理念强调教师学习的复杂性和持续性，从更广阔的视野拓展教师的专业知识和技能，为教师的职位晋升或参与管理岗位进行规划和引导，维护教师专业性，促进教师职业生涯的可持续性发展。与以往的教师专业发展相比，持续性专业发展理念具有两方面的优势：在时间维度上，打破传统的线性模式，注重教师成长过程中的个人解释框架；在空间维度上，突破学习情境间的界限，强调不同学习空间的有效利用。在未来的走向中，将沿着平衡各方需求、关注教师情感以及迈向民主专业化的路径不断完善，这为重新审视我国教师在职培养理念及实践提供有益镜鉴。
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| 英文摘要 |
The concept of teacher continuing professional development emphasizes the continuity and complexity of teacher learning, expands teachers ’ professional knowledge and skills from a broader perspective, plans and guides teachers ’ promotion or participation in management positions, maintains teachers ’ professionalism and promotes the sustainable development of teachers ’ career. Compared with the traditional teacher professional development , the concept of continuing professional development has two significant advantages , in terms of time dimension, it breaks the traditional linear model and pays attention to the personal interpretation framework in the process of teacher growth ; in spatial dimension , it breaks the boundaries of learning situations and emphasizes the effective use of different learning spaces. In the future , teacher continuing professional development will be improved along the path of more balanced needs of all parties , paying attention to teachers ’ emotions and moving towards democratic specialization , which provides a useful mirror for re-examining the concept and practice of in-service teacher training in China.
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| 頁次 |
108-113
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| 關鍵詞 |
持续性专业发展
、教师学习
、教师培训
、教师教育
、continuing professional development
、teacher learning
、teacher training
、teacher education
、CSSCI
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| 卷期 |
31:6
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| 日期 |
201911
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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