职前教师专业准备状态研究
发布时间：2018-08-10 21:48
【摘要】： 教师专业发展不是从正式踏上教师的岗位才开始,而是从师范生踏入教师职前教育中的那一刻便开始启动了。作为职前教师,要在职前教育阶段做好日后成为一名合格教师的所有准备,以合格教师的标准要求自己。那合格教师的标准是什么?职前教师到底要做好哪些方面的准备?当前的职前教育是否使他们做好了这些准备?职前教师的专业准备状态现状是怎样的?如何让他们更好地做好各方面的准备?这些都将是本研究探讨的问题。 本研究以实践一意义取向的教师专业发展理论为基础从专业意向、专业技能、专业知识、专业伦理和经验五个纬度阐释了对教师专业发展的理解。其次,本研究以这五个纬度设计了教师专业发展的调查问卷,对C师范大学的105名职前教师进行了问卷调查;另外随机对50名在职教师展开问卷调查,并通过对比得出职前教师与在职教师在经验和专业伦理方面存在显著性差异,在专业知识和技能方面职前教师均分略低于在职教师,而在专业意向和专业伦理方面职前教师要高于在职教师,总分无显著性差异的结论。接着本研究对近20位职前教师进行了深度访谈,通过访谈资料的整理和分析,总结出职前教师专业准备状态的现状。最后,文章对中国和美国、英国以及新加坡三个国家职前教师教育的模式、课程以及实习三个方面展开对比,通过对比并结合本研究的量性和质性研究的材料提出改善职前教师专业准备状态的建议。
[Abstract]:Teachers'professional development begins at the moment when normal students step into teachers' pre-service education. As pre-service teachers, they should make all the preparations for becoming a qualified teacher in the pre-service education stage and demand themselves by the standards of qualified teachers. What? What should pre-service teachers do? Is the current pre-service education making them ready? What is the status quo of pre-service teachers'professional preparation? How to make them better prepared in all aspects? These will be the questions discussed in this study.
Based on the theory of practice-oriented teacher professional development, this study interprets the understanding of teacher professional development from five dimensions: professional intention, professional skills, professional knowledge, professional ethics and experience. Secondly, a questionnaire on teacher professional development is designed to investigate 105 pre-service teachers in C Normal University. In addition, a questionnaire survey was conducted among 50 in-service teachers, and a significant difference was found between pre-service teachers and in-service teachers in terms of experience and professional ethics. The average score of pre-service teachers in professional knowledge and skills was slightly lower than that of in-service teachers, while pre-service teachers in terms of professional intentions and professional ethics were important. Then, this study conducted in-depth interviews with nearly 20 pre-service teachers and summarized the status quo of pre-service teachers'professional readiness through the collation and analysis of the interview data. Finally, the paper discussed the models and curricula of pre-service teacher education in China, the United Kingdom and Singapore. And the three aspects of practice are compared, and through the comparison and combination of the quantitative and qualitative research materials of this study, some suggestions are put forward to improve the pre-service teachers'professional readiness.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.1
本文编号：2176306
[Abstract]:Teachers'professional development begins at the moment when normal students step into teachers' pre-service education. As pre-service teachers, they should make all the preparations for becoming a qualified teacher in the pre-service education stage and demand themselves by the standards of qualified teachers. What? What should pre-service teachers do? Is the current pre-service education making them ready? What is the status quo of pre-service teachers'professional preparation? How to make them better prepared in all aspects? These will be the questions discussed in this study.
Based on the theory of practice-oriented teacher professional development, this study interprets the understanding of teacher professional development from five dimensions: professional intention, professional skills, professional knowledge, professional ethics and experience. Secondly, a questionnaire on teacher professional development is designed to investigate 105 pre-service teachers in C Normal University. In addition, a questionnaire survey was conducted among 50 in-service teachers, and a significant difference was found between pre-service teachers and in-service teachers in terms of experience and professional ethics. The average score of pre-service teachers in professional knowledge and skills was slightly lower than that of in-service teachers, while pre-service teachers in terms of professional intentions and professional ethics were important. Then, this study conducted in-depth interviews with nearly 20 pre-service teachers and summarized the status quo of pre-service teachers'professional readiness through the collation and analysis of the interview data. Finally, the paper discussed the models and curricula of pre-service teacher education in China, the United Kingdom and Singapore. And the three aspects of practice are compared, and through the comparison and combination of the quantitative and qualitative research materials of this study, some suggestions are put forward to improve the pre-service teachers'professional readiness.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.1
【引证文献】
相关硕士学位论文 前2条
1 谢慧;职前教师实践性知识的发展途径研究[D];东北师范大学;2011年
2 冯都乐;全日制英语教育硕士职前专业化发展与专业认同研究[D];首都师范大学;2012年
，本文编号：2176306
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