ICT和教师专业发展——瑞典案例介绍及理论框架

发布时间：2018-06-28 22:40

本文选题：技术支持的教师专业发展 + ICT　；参考：《远程教育杂志》2009年03期

【摘要】：作为技术支持的教师专业发展(TETPD)国际比较研究的一部分,本文介绍了瑞典部分的背景、理论框架以及设计,关注的焦点是ICT与教育领域的教师专业发展(TPD)。其中,ICT被看作是一项能够支持教与学实践的技术。本文进一步的目的就是从两个维度为瑞典的多重个案研究提供一个框架:第一个维度是关于教师专业发展的权属和管理问题,既包括由上而下的政府项目,也包括由下而上由参与者推动的计划;第二个维度是关于教师专业发展的方法或者模式问题,既包含传统的面对面模式,也包含在线学习模式。通过该框架,我们选出了四个使用ICT进行教师专业发展的项目作为案例,并将其与关于TPD模型和项目的不同观点,以及Villegas-Reimers对TPD的新观点联系起来。最后,本文还讨论了这些项目在支持教与学中的ICT应用方面的意义和前景。
[Abstract]:As part of the international comparative study of teacher professional development (TETPD) supported by technology, this paper introduces the background, theoretical framework and design of the Swedish part, focusing on ICT and teacher professional development (TPD) in the field of education. ICT is regarded as a technology that can support teaching and learning practice. The purpose of this paper is to provide a framework for Sweden's multi-case study from two dimensions: the first dimension is about ownership and management of teacher professional development, including top-down government projects. The second dimension is about the method or model of teacher professional development, which includes both the traditional face-to-face model and the online learning model. Through this framework, we selected four projects for teacher professional development using ICT as a case study, and linked them to different views on TPD models and projects, and Villegas-Reimers' new views on TPD. Finally, the significance and prospects of these projects in supporting ICT applications in teaching and learning are discussed.
【作者单位】：中瑞典大学教育系;华南师范大学教育信息技术学院;
【基金】：瑞典科学研究理事会资助的“技术支持的教师专业发展研究:中国与瑞典的比较”项目(编号:348-2007-6833)之阶段性成果之三。项目瑞方负责人是中瑞典大学OlaLinberg博士,中方负责人是华南师范大学焦建利教授
【分类号】：G451.1

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