交流、协作与反馈：马拉维教师教育与就业需求的关系研究

发布时间：2018-03-17 02:19

本文选题：教师教育　切入点：大学与产业界　出处：《华中师范大学》2017年博士论文　论文类型：学位论文

【摘要】：马拉维共和国,近50%的中小学教师没有接受过相关专业技能培训,正式学生入学率仅达35%。本研究旨在探究高校师范教育与教育部间的交流、协作与反馈,从而得出影响中小学教育的具体因素。为改善中小学师资情况,马拉维政府授权部分公立大学提供教师培训。该课程推出后效果欠佳,仅半数教师参与这一培训模式,本研究也试图讨论与分析其背后原因。该研究以部分教育部工作人员及教师培训活动参与者为研究对象,运用系统和其延伸理论与人力资本理论进行分析。研究表明,高校师范教育与教师培训与教育部教师聘用标准存在脱节现象,从而导致教师无法通过培训正常上岗。高校师范教育间也存在核心课程内容不同的情况。教育体制内超过半数的教师不符合教师标准,但仍有50%以上的教师岗位空缺。事实上,至少在小学低年级基础教育中,绝大部分合格教师未能被聘用。对此,应加强教育部教师与高校师范教育间的联系,从而切实可行地提高素质及相关教育的质量。系统理论也提出,当体统内某部分无法良好运作时,将对系统整体产生影响。同时,教育部应对未达标的教师进行再培训,个别甚至可以进行辞退,从而转聘用符合标准的教师。教育部可联合教师培训机构对在职教师进行教师培训,同时增加对未就业的合格教师的聘用。以长远目光来看,教育部与教育机构合作,从而提供清晰的培养目标,进一步招聘合格的教师。第十章讨论了以需求为导向的教师教育模型,该模型是基于教育的现状和需求进行制定,即从教育规划到实施的整个过程都与市场需求相关。调查发现,教师缺少发声平台,无法互相交流工作心得。因此提出建立教师反映平台,让教师对教育问题提出自己的见解并相互交流。该研究针对教师实践过程中的问题,提出教师应针对培训中的有效方法定期反馈,以不断改进教师培训质量,也可以弥补部分在职前教育中忽视的问题,加强师范教育与就业市场的联系。通过反馈,入职教师也能对所学课程有更为深刻的认识。调查显示,不同的教师培训机构的教育内容不一致,应当建立统一马拉维教师资格标准,保证入职教师具备一定的教学能力。综上,本研究对教师职前培训与就业间的纽带进行了.理论及实践意义的讨论,并提出了一系列建议与思考。
[Abstract]:In the Republic of Malawi, nearly 50% primary and secondary school teachers have not received relevant professional skills training, and the enrollment rate of formal students is only 35. The purpose of this study is to explore the exchange, collaboration and feedback between teachers' education and the Ministry of Education in colleges and universities. In order to improve the situation of teachers in primary and secondary schools, the Malawian Government authorized some public universities to provide teacher training. After the introduction of the curriculum, the effect was poor, and only half of the teachers participated in the training model. This study also attempts to discuss and analyze the reasons behind it. This study takes some staff of the Ministry of Education and participants in teacher training activities as the research objects, using the system and its extension theory and human capital theory to analyze. There is a disconnection between teacher education and teacher training in colleges and universities and the teacher employment standard of the Ministry of Education. As a result, teachers are unable to take up normal posts through training. There are also different core curriculum contents among teachers in colleges and universities. More than half of the teachers in the educational system do not meet the teacher standards, but more than 50% teachers are still vacant. In fact, At least in primary and junior basic education, the vast majority of qualified teachers are not employed. In this regard, the link between teachers from the Ministry of Education and teachers' education in colleges and universities should be strengthened. Therefore, it is feasible to improve the quality and the quality of relevant education. The system theory also suggests that when some part of the system fails to work well, it will have an impact on the whole system. At the same time, the Ministry of Education should retrain teachers who do not meet the standards. The Ministry of Education may, in conjunction with teacher training institutions, conduct teacher training for in-service teachers, while increasing the employment of qualified teachers who are not employed. In the long run, the Ministry of Education can recruit qualified teachers who meet the criteria. The Ministry of Education works with educational institutions to provide clear training objectives and further recruit qualified teachers. Chapter 10th discusses a demand-oriented model for teacher education, which is based on the current situation and needs of education. That is, the whole process from education planning to implementation is related to market demand. The research aims at the problems in the process of teachers' practice, and suggests that teachers should give regular feedback on effective methods of training in order to continuously improve the quality of teacher training. It can also make up for the problems neglected in some pre-service education and strengthen the link between normal education and the job market. Through feedback, the incoming teachers can also have a deeper understanding of the courses they have learned. The survey shows that, Different teacher training institutions have different educational contents, so we should establish a unified Malawi teacher qualification standard to ensure that the incoming teachers have a certain teaching ability. This study discusses the link between teacher pre-service training and employment, discusses the theoretical and practical significance, and puts forward a series of suggestions and reflections.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G647.38

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