教师教育论坛
教師教育論罈
교사교육론단
Teacher Education Forum
2015年
9期
19-25
,共7页
教师教育一体化%职前培养%职后培训%困境%出路
教師教育一體化%職前培養%職後培訓%睏境%齣路
교사교육일체화%직전배양%직후배훈%곤경%출로
the integration of teacher education%preservice training%post training%predicament%way out
教师教育一体化既有打通教师培养职前职后各环节的顺势而为，亦有在传统教师培养惯性面前的挣扎与徘徊，难免陷入因探索或成全所致的困境。如职前培养阶段免费师范生政策的普惠性与学生就业去向的相离性、教师来源的多元化及资格准入与教师教育一体化综合设计之间的出入、职后培训由福利异化为负担的尴尬等等。有鉴于此，在教师教育一体化进程中，职前培养免费师范生政策要力避搭便车的现象，教师来源的多元化与教师准入标准的同一性以及教师教育一体化综合设计在配套上的冲突；职后培训充分利用平台空间督促教师在O2O模式下的行动自觉，助推教师在终身教育理念支配下完成教育观念的即时更新、知识结构的即时优化、专业成长与自我实现水平同步提升，并拓展到对于全民学习与自我实现的引领与示范。
教師教育一體化既有打通教師培養職前職後各環節的順勢而為，亦有在傳統教師培養慣性麵前的掙扎與徘佪，難免陷入因探索或成全所緻的睏境。如職前培養階段免費師範生政策的普惠性與學生就業去嚮的相離性、教師來源的多元化及資格準入與教師教育一體化綜閤設計之間的齣入、職後培訓由福利異化為負擔的尷尬等等。有鑒于此，在教師教育一體化進程中，職前培養免費師範生政策要力避搭便車的現象，教師來源的多元化與教師準入標準的同一性以及教師教育一體化綜閤設計在配套上的遲突；職後培訓充分利用平檯空間督促教師在O2O模式下的行動自覺，助推教師在終身教育理唸支配下完成教育觀唸的即時更新、知識結構的即時優化、專業成長與自我實現水平同步提升，併拓展到對于全民學習與自我實現的引領與示範。
교사교육일체화기유타통교사배양직전직후각배절적순세이위，역유재전통교사배양관성면전적쟁찰여배회，난면함입인탐색혹성전소치적곤경。여직전배양계단면비사범생정책적보혜성여학생취업거향적상리성、교사래원적다원화급자격준입여교사교육일체화종합설계지간적출입、직후배훈유복리이화위부담적감개등등。유감우차，재교사교육일체화진정중，직전배양면비사범생정책요력피탑편차적현상，교사래원적다원화여교사준입표준적동일성이급교사교육일체화종합설계재배투상적충돌；직후배훈충분이용평태공간독촉교사재O2O모식하적행동자각，조추교사재종신교육이념지배하완성교육관념적즉시경신、지식결구적즉시우화、전업성장여자아실현수평동보제승，병탁전도대우전민학습여자아실현적인령여시범。
WhiIe teacher education integration integrates every stage of teacher education into one unity , it struggIes against the inertia of traditionaI teacher education , inevitabIy faIIing into a predicament caused by expIoration or compromise .The predicament are as foIIows:the inconsistency between the preference for free normaI students and their empIoyment orientation in preservice training stage , the discrepancy between teachers’ diverse backgrounds , quaIification admission system and the overaII pIan of teacher education integration ,and the heavy burden brought about by distorted inservice training .Viewing from this ,in the course of teacher educationintegration ,the preservice training for free normaI students shouId try to avoid free ride phenomenon , emphasize teachers’ diversification in the comprehensive design faciIities ,make fuII use of the supervision pIatform to motivate teachers’ conscious action in O2O mode ,boost teachers’ update of education idea , immediate optimization of knowIedge structure as weII as the synchronous improvement of professionaI growth and seIf‐reaIizationunder the domination of the IifeIong education idea , and further expand to be a Ieader and exampIe of nationaI Iearning and seIf‐reaIization .
