美国中小学初任教师入职教育研究

发布时间：2018-05-26 18:40

本文选题：美国 + 中小学　；参考：《西南大学》2012年博士论文

【摘要】：教育发展,教师为本。21世纪是全球化、知识化和信息化的时代,世界各国都在积极探索和寻求促进教师专业发展的途径与方法。尤其是终身教育思想的提出,使人们认识到终身学习是一种生活方式的选择,是贯穿于人一生的连续过程。无疑,向来被称为整个教育“母机”的教师教育也应该是一个持续不断的发展过程。而这一过程不但包括职前培养和在职培训,还应包括联系这两者的关键环节——初任教师入职教育。这是因为：入职阶段是初任教师专业发展的重要阶段。初任教师在入职期能否成功实现从教学专业的学生到学生的教师这一角色的转变,不仅影响他们的职业认同感和职业持久性,还会影响他们整个职业生涯过程中的专业发展状况,从而决定着他们未来的职业形象。美国是世界上最早实施初任教师入职教育的国家之一。1963年科南特发表的《美国师范教育》对支持初任教师的问题提出建议,标志着初任教师入职教育在美国正式开始。此后,各州积极融入到开展初任教师入职培训的浪潮中,全面推进入职教育逐步走向成熟。从横向发展来看,美国教师入职教育并不是孤立存在的,而是与当时的教师和教育领域现实背景,以及与之相关的教师教育理论研究息息相关。初任教师的大量离职、教师专业发展的需求以及终身教育理念、教师教育一体化和教师专业发展阶段理论的发展都是影响教师入职教育崛起的重要因子。从纵向发展来看,美国教师入职教育走到今天,走过了一条从孕育、产生到发展、扩充再到繁荣、成熟之路。简言之,教师入职教育从零散、非正规、非系统的导师指导转向整体、正规、系统的专业化和组织化的入职教育体系,并逐步成为国家教师教育的重要发展领域之一。美国初任教师入职教育从最初的为初任教师提供帮助、支持以减少教师流失到现在的提高学生学习成就、促进教师专业发展,已经成为教师教育的一个有机组成部分。它有严格的教师资格和考试制度、明确的指导原则、合理的教育目标、详细的构成要素且与初任教师专业发展和入职指导计划本身相关的有效的评价体系。这一切构成了美国初任教师入职教育丰富且完善的结构体系,为初任教师综合素质的提升以及未来专业发展能力的提高都发挥了不容忽视的作用。由于对初任教师入职教育是提升教师质量,促进教师专业发展的充分认识以及美国本身的教育分权政策。美国各州根据本州的教育政策和教师培训的侧重点采取了多种多样、各具特色的入职教育实施形式和具体措施：如突出教学导师作用,侧重教学导师与初任教师互动和支持的“教学导师指导式”；强调合作氛围,侧重中小学与大学结成伙伴关系共同进行入职培训的“校际合作式”;加强反思实践,反映初任教师在入职期的学习情况、教学经验和成果的“教学档案袋式”；满足专业发展,以关注初任教师成长需求为基础的“专业发展导向式”；强化学科背景,侧重初任教师所任教学科的内容、性质与教育教学培训相融合的“学科背景融入式”。无论何种实施形式,都可以看作是入职教育的一种综合体系,且都是为了促进教师专业成长、减少教师入职的挫折感,使其长久地留任教学岗位,进而提升教育教学质量,提高学生的学业成就。在美国初任教师入职教育的发展过程中,其目标的达成不是一个自然和简单的过程,教师工资、教师福利、学校文化、学校管理、教师职业成就以及职业适应能力等诸多保障条件一直贯穿其中。美国教师入职教育正是满足了有利于其生长的社会制度、学校环境和教师自身条件等一定的先决条件,教师入职教育的开展才逐步趋近预订目标并取得了一定的预期效果,即稳定了教师队伍,提高了教师综合素质,增进了学生学业成就和减少了教育资源浪费。今天,美国教师入职教育已经走出了一条比较成熟和完善的发展道路,呈现出以初任教师准入制度确保教师质量和素质为目标,外部保障措施推动教师入职教育实施为前提,入职教育内容符合教师成长需求为导向,入职教育实施强调教师专业发展为取向,评价体系发挥系统性和科学性为原则的鲜明特色。并在教育政策、制度保障、教育目标、指导环节以及培训形式等方面对我国教师入职教育的发展提供了有益借鉴。当然,美国教师入职教育在发展的同时也留下了尚待解决的问题,如教育分权导致的政策、资源和文化的落差、特殊教育等领域难以实现完全公平、教学导师的“评价”和“指导”双重角色不均衡。美国政府正在力求传承自身特色的基础上,努力寻求突破与创新。在未来的教师入职教育开展中,将继续关注和满足初任教师群体需求、健全教师入职教育制度化保障以及强化教师入职教育体系建设,以期建立起更加系统、科学和完善的初任教师入职教育体系。
[Abstract]:In the age of globalization, knowledge and information, all countries in the world are actively exploring and seeking ways and methods to promote the professional development of teachers in the age of globalization, knowledge and information in the.21 century. In particular, the idea of life-long education has made people realize that lifelong learning is a kind of living choice, and is a continuous process throughout the life of the people. It is doubtful that teacher education, known as the "mother machine" of the whole education, should also be a continuous development process. This process not only includes pre service training and on-the-job training, but also includes the key link between the two - Primary Teachers' entry education. This is because the entry stage is an important step for the professional development of the first term teachers. The transformation of the role of the primary teachers from the teaching profession to the students' teachers during the entry period not only affects their professional identity and professional persistence, but also affects their professional development in the whole career process, thus determining their future career image.
The United States is one of the first countries in the world to carry out the primary teachers' Education in the first.1963. Vocational education is gradually becoming mature. From the perspective of horizontal development, the education of teachers' entry in the United States is not isolated, but is closely related to the realistic background of teachers and educational fields at that time, as well as the research on the theory of teacher education. The large number of teachers' turnover, the needs of teachers' professional development and the concept of lifelong education, and teachers' Teaching The development of education integration and the development of teachers' professional development stage are all important factors that affect the rise of teachers' entry education. From the perspective of vertical development, American teachers' entry education has gone through a way from inoculation, generation to development, expansion to prosperity and maturity. In short, teachers' entry education is from scattered, informal, non systematic. Mentor guidance has shifted to the integrated, formal, systematic professionalization and organization of the entry education system, and has gradually become one of the important development areas of national teacher education.
It has become an organic part of teacher education. It has a strict teacher qualification and examination system, clear guiding principles and reasonable educational goals. The detailed composition of the elements and the effective evaluation system related to the primary teacher development and the entry guidance plan itself, all of which constitute the rich and perfect structural system of the primary teachers' entry education in the United States, which can not be ignored for the promotion of the comprehensive quality of the first appointed teachers and the improvement of the future professional development.
Due to the education policy and the educational decentralization policy of the United States, the states of the United States have adopted a variety of different and distinctive forms of education and specific measures, such as prominent teaching guidance, in accordance with the education policy and teacher training in the state. The teacher's role is to focus on the "tutor mentors" of the interaction and support of the instructors and the first teachers, emphasizing the cooperative atmosphere and focusing on the "intercollegiate cooperation" in the training of primary and secondary schools and universities, and to strengthen the reflection practice to reflect the learning situation, teaching experience and results of the initial teachers in the entry period. "File bag"; to meet the professional development and focus on the "professional development oriented" based on the growth needs of the primary teachers; to strengthen the background of the subject, focus on the content of the subject and the integration of the nature and education and training. Whatever form of implementation, it can be regarded as the education of entry. A comprehensive system is to promote the professional growth of teachers, reduce the frustration of teachers' entry, and keep the post of teaching for a long time, thus improving the quality of education and teaching, and improving their academic achievements.
In the course of the development of the primary teachers' entry education in the United States, the achievement of its goal is not a natural and simple process, such as teachers' wages, teachers' welfare, school culture, school management, teachers' professional achievement and professional adaptability. The social system, the school environment and the teachers' own conditions, such as certain prerequisites, the development of teachers' entry education has gradually approached the reservation target and achieved certain expected results, that is, stabilizing the teachers' team, improving the comprehensive quality of the teachers, improving the students' academic achievement and reducing the waste of educational resources.
Today, the education of teachers' entry in the United States has gone out of a more mature and perfect development path, showing the goal of ensuring the quality and quality of teachers with the admission system of the first term teachers, the external guarantee measures to promote the implementation of teachers' entry education as the premise, the content of entry education in accordance with the needs of teachers' growth and the implementation of the intensive education in the vocational education. Teachers' professional development is the orientation, and the evaluation system plays a distinctive feature of systematic and scientific principle. It also provides useful reference for the development of Chinese teachers' entry education in the aspects of education policy, system guarantee, education goal, guidance link and training form. The problems to be solved, such as the policy of educational decentralization, the gap of resources and culture, the special education and other fields, are not fully fair. The dual roles of "evaluation" and "guidance" of teaching teachers are not balanced. The American government is striving to inherit its own characteristics and strive for breakthrough and innovation in the future. In the exhibition, we will continue to pay attention to and meet the needs of the primary teacher group, improve the institutionalization of teachers' entry education and strengthen the construction of teachers' entry education system, in order to establish a more systematic, scientific and perfect primary teacher entry education system.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G571.2

【引证文献】