加拿大教师专业标准的价值取向变迁及启示

发布时间：2018-03-06 14:28

本文选题：教师专业标准　切入点：价值取向　出处：《外国中小学教育》2017年11期 　论文类型：期刊论文

【摘要】：教师专业标准是衡量教师专业素养的准绳,是教师职业走向专业化的重要标志,也是学校教学质量的重要保障。基础教育事业走在世界前列的加拿大,尤为重视教师专业标准的变革,其教师专业标准的价值取向历经宗教伦理取向、科学主义取向、新工会主义取向到如今的增权赋能取向,在不断提升教师专业水平的同时,也关注教师的个体需求和个人权益,赋予教师更多的专业发展自主权,教师专业标准兼具外在规约与重视教师的内在自我约束双重功能,为加拿大教师专业发展提供了重要保障。加拿大教师专业标准价值取向的变迁,为我国教师教育改革提供了一定的借鉴。
[Abstract]:The professional standard of teachers is the yardstick of measuring teachers' professional accomplishment, an important symbol of teachers' profession towards specialization, and an important guarantee of school teaching quality. Canada, where the cause of basic education is in the forefront of the world, The value orientation of teacher professional standard has experienced religious ethics orientation, scientism orientation, new trade unionism orientation to today's empowerment orientation, while constantly improving teachers' professional level. It also pays attention to teachers' individual needs and individual rights and interests, endows teachers with more autonomy in professional development, and teachers' professional standards have the dual functions of external regulation and attaching importance to teachers' internal self-restraint. It provides an important guarantee for the professional development of Canadian teachers. The change of the value orientation of Canadian teachers' professional standards provides a certain reference for the reform of teachers' education in our country.
【作者单位】：西南大学教育学部;西南大学外国语学院;
【基金】：加拿大社会科学与人文科学研究委员会合作项目的子项目——“加拿大-中国教师教育互惠学习研究”(编号:104350-41000214)的阶段性研究成果
【分类号】：G451

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