| 教师专业发展方式论 |
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| 引用本文： | 常学勤.教师专业发展方式论[J].晋城职业技术学院学报,2010,3(2):1-4. |
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| 作者姓名： | 常学勤 |
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| 作者单位： | 太原师范学院,师资培训处,太原,030031 |
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| 摘 要： | 本文论述了教师专业发展的三种方式：教师个体的自我学习、反思和研究，教师同伴的互助提高，专业人士的指点引领。三种发展方式的责任主体不同，显示的意义也不尽相同。教师个体的学习、反思、研究是教师专业发展的基础，显示了教师个体专业发展的自觉。教师同伴互助需要学校建设起良性的团队文化和教研文化，显示着教师职业的专业组织特点。专业人士的指点引领则更多依靠教师任职学校和教师培养培训机构、教育行政主管部门有计划、有组织的介入，它显示着社会为教师专业发展承担起了应有的责任。
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| 关 键 词： | 学习 反思 研究 同伴互助 专业人士 指点引领 |
Approaches to Teacher Professional Development |
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| CHANG Xue-qin.Approaches to Teacher Professional Development[J].Journal of Jincheng Institute of Technology,2010,3(2):1-4. |
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| Authors: | CHANG Xue-qin |
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| Institution: | CHANG Xue-qin ( Department of teachers training, Taiyuan Normal University, Taiyuan 030031, China) |
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| Abstract: | This article introduces three approaches to teacher professional development： teacher self- conducted learning, reflection, and research, peer collaboration, and expert supervision. The three approaches have different orientations, and thus have difl＇erent implications. Teacher self-conducted learning,reflection, and research are the basis of their professional development;it shows teachers＇consciousness in their professional endeavor. For teacher professional deveh）pment via peer collaboration,schools nmst establish the kind of environment that promotes team work and educational research,which is characteristic of the organizational funetion of teaching profession. Teacher professional development under expert supervision relies more on the systematic and well-defined involvement of schools, teacher training institutions,and educational administrations, which is an indicator of the commitment of society to teacher professional development. |
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| Keywords: | learning reflection research peer collaboration expert supervision |
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