比较教育研究
比較教育研究
비교교육연구
Comparative Education Review
2013年
6期
42~46
,共null页
澳大利亚 教师教育 传统型教师专业化 变革型教师专业化
澳大利亞 教師教育 傳統型教師專業化 變革型教師專業化
오대리아 교사교육 전통형교사전업화 변혁형교사전업화
Australia; teacher education; old teacher professionalism; transformative teacher professionalism
澳大利亚20世纪90年代初开始的变革型教师专业化工程是澳政府在其社会整体改革进程中对教师教育领域的一种变革。针对传统教师专业培养过程存在的“独立”、“排他”、“保守”等弊端,变革型教师专业化体现了“融合”、“合作”、“开放”等后现代社会发展特征的人才培养观。为了实现新时期教师专业化的转型,联邦政府通过与教育联合会等机构签订协议的形式启动国家教师专业化工程,自上而下、由点到面地推进,以期逐步实现全国学校系统教师专业化的整体变革。
澳大利亞20世紀90年代初開始的變革型教師專業化工程是澳政府在其社會整體改革進程中對教師教育領域的一種變革。針對傳統教師專業培養過程存在的“獨立”、“排他”、“保守”等弊耑,變革型教師專業化體現瞭“融閤”、“閤作”、“開放”等後現代社會髮展特徵的人纔培養觀。為瞭實現新時期教師專業化的轉型,聯邦政府通過與教育聯閤會等機構籤訂協議的形式啟動國傢教師專業化工程,自上而下、由點到麵地推進,以期逐步實現全國學校繫統教師專業化的整體變革。
오대리아20세기90년대초개시적변혁형교사전업화공정시오정부재기사회정체개혁진정중대교사교육영역적일충변혁。침대전통교사전업배양과정존재적“독립”、“배타”、“보수”등폐단,변혁형교사전업화체현료“융합”、“합작”、“개방”등후현대사회발전특정적인재배양관。위료실현신시기교사전업화적전형,련방정부통과여교육연합회등궤구첨정협의적형식계동국가교사전업화공정,자상이하、유점도면지추진,이기축보실현전국학교계통교사전업화적정체변혁。
Started in 1990s, the Australian transformative professional development projects are me transformation of the teacher professional development from modern to postmodern nature for teacher education in the social reform period and with the support of Commonwealth government. Facing the phenomemon of "ndepen- dence", "exclusion" and "conservative" in the old teaching profession, the transformative teaching profession displays "collegial", "collaborative" and "open" features. To achieve the new forms of teaching professional de- velopment, the Commonwealth government, through signing the Teaching Accord with other unions, started national teaching professional development projects from top-down and from part to the whole, expecting the national change in school system.