教育研究
教育研究
교육연구
Educational Research
2014年
9期
77~82
,共null页
教学专业 教师专业发展 教师专业实践
教學專業 教師專業髮展 教師專業實踐
교학전업 교사전업발전 교사전업실천
teaching profession, teachers＇ professional development, teachers＇ professional practice
教师专业发展滥觞于对专业地位的追求，隐含着专门职业高于一般职业的假定，但如今看来这种假定未必成立。理解专业有不同的视角：专业是一种实践，专业规定了边界，专业还意味着精熟。如果从这些视角来理解专业，那么教师专业发展就是教师专业实践的改善。
教師專業髮展濫觴于對專業地位的追求，隱含著專門職業高于一般職業的假定，但如今看來這種假定未必成立。理解專業有不同的視角：專業是一種實踐，專業規定瞭邊界，專業還意味著精熟。如果從這些視角來理解專業，那麽教師專業髮展就是教師專業實踐的改善。
교사전업발전람상우대전업지위적추구，은함착전문직업고우일반직업적가정，단여금간래저충가정미필성립。리해전업유불동적시각：전업시일충실천，전업규정료변계，전업환의미착정숙。여과종저사시각래리해전업，나요교사전업발전취시교사전업실천적개선。
Teachers＇ professional development starts from the pursuit of the professional status. It implies the assumption that profession is higher than general vocation. However, this kind of assumption may not be correct. There are different perspectives of profession： profession is a kind of practice, profession regulates boundaries, and profession also means mastery. If we understand profession from these perspectives, teachers＇ professional development is the improvement of professional praetice.
