英国新教师入职指导政策与实践研究

发布时间：2018-04-14 08:07

本文选题：英国 + 入职指导　；参考：《福建师范大学》2009年硕士论文

【摘要】： 新教师在入职阶段能否顺利实现由学生到合格教师的角色转变,不仅影响到学生的学习和学校工作的顺利开展,同时也会影响到他们整个职业生涯的专业发展模式,进而很大程度上决定他们将成为什么样的教师。因此,新教师入职指导是教师教育一个重要的课题。英国在新教师入职指导领域的发展为世界各国提供了有益的借鉴和经验。英国新教师入职教育政策可以追溯到二战期间。二战期间英国就有了新教师研修制度。这种制度是将新教师执教的第一年定为候补教师研修年(probationary year),以便培养新教师的实际教学能力。二战后,英国将候补教师研修年视为教师培养时期的延长计划。1973年4月,教育科学部发布了以“新教师研修教育”为题的讨论文件。由于财政上的原因,只先在利物浦和诺森伯兰两个地区试办,并于1974年到1978年在这两个地区进行了实验性的新教师入职指导计划。1999年,英国正式实施法定的新教师入职指导制度。规定凡是1999年5月7日以后获得教师资格证书且第一年参加工作的新教师都必须完成3个学期的入职培训,才能在培训结束后继续在公立或私立小学任教。该政策的出台,有利地推动了英国教师的专业化发展。本文以英国新教师入职指导的政策与实践为研究对象,对该政策的探讨,可以为我国新教师入职指导政策的制定与完善提供借鉴的平台。全文共分为六个部份。第一部份是绪论,主要阐述问题的提出、研究的价值、方法,并提出研究的理论框架;第一章回顾英国新教师入职制度的历史演进,全面、把握英国新教师入职制度的产生及发展;第二章阐述英国新教师入职制度的政策,深入剖析其入职教师的标准、入职评价体系、入职质量保证等;第三章对英国新教师入职指导政策的推行和实施情况以个案研究的形式对诺丁汉郡新教师入职的开展进行论述;第四章概括了英国新教师入职指导制度的主要特点,分析了我国新教师入职指导开展的现状,同时提出可从英国新教师入职指导的实践中借鉴的经验。最后是结论部份,总结了本课题的研究内容、成果,说明了尚待解决的问题,指出本研究工作的进一步设想及展望。
[Abstract]:Whether the new teachers can smoothly realize the role transformation from students to qualified teachers in the starting stage will not only affect the students' study and the smooth development of school work, but also affect their professional development model of their whole career.And then, to a large extent, they decide what kind of teacher they will become.Therefore, the new teacher induction guidance is an important subject of teacher education.Britain's development in the field of new teacher orientation provides useful lessons and experiences for countries around the world.Britain's new teacher entry policy dates back to World War II.There was a new system of teacher training in England during World War II.In this system, the first year of teaching for new teachers is designated as a probational year for the new teachers, so as to cultivate the practical teaching ability of the new teachers.After World War II, the United Kingdom regarded the year of alternate teacher training as an extension of the period of teacher training. In April 1973, the Ministry of Education and Science published a discussion paper entitled "New Teachers' Education".For financial reasons, only two districts, Liverpool and Northumberland, were piloted, and from 1974 to 1978, a pilot new teacher induction program was conducted in both regions. 1999,The United Kingdom has formally implemented a new statutory guidance system for teachers.It is stipulated that any new teacher who has obtained a certificate of teacher qualification after May 7, 1999 and who has joined the job in the first year must complete three semesters of induction training before he can continue to teach in public or private primary schools after the completion of the training.The introduction of this policy, conducive to the professional development of British teachers.This paper takes the policy and practice of new teachers' induction guidance in Britain as the research object. The discussion on this policy can provide a reference platform for the formulation and improvement of the new teachers' induction guidance policy in China.The full text is divided into six parts.The first part is the introduction, which mainly describes the questions raised, the value of the study, methods, and the theoretical framework of the study. Chapter one reviews the historical evolution of the new teacher entry system in Britain.The second chapter expounds the policy of the new teacher entry system in Britain, analyzes the standards of the new teacher, the evaluation system, the quality assurance, etc.The third chapter discusses the implementation and implementation of the new teachers' induction policy in Britain. Chapter four summarizes the main characteristics of the new teachers' entry guidance system in the United Kingdom in the form of a case study on the introduction of new teachers in Nottinghamshire.This paper analyzes the present situation of new teachers' induction guidance in our country, and puts forward some experiences that can be used for reference in the practice of new teachers' induction guidance in Britain.The last part is the conclusion, which summarizes the research contents and results, explains the problems to be solved, and points out the further ideas and prospects of the research work.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G556.1

【引证文献】