本文關鍵詞：英國CEDP制度的體系研究　出處：《教育探索》2017年04期 　論文類型：期刊論文

  更多相關文章： 英國CEDP制度 建構動因 特點

【摘要】：近年來,英國的教育面臨質(zhì)量下降、教師短缺等問題。在內(nèi)外因素的驅動下,2012年英國學校與培訓發(fā)展署為促進新教師的專業(yè)發(fā)展,對"入職與發(fā)展檔案"制度進行了修訂。圍繞臨近職前培訓結束、入職培訓開始和臨近入職培訓結束這三個階段,TDA網(wǎng)站為新教師提供了基于學習共同體的專業(yè)規(guī)劃、基于問題反思的專業(yè)進階和基于專業(yè)改進的多元評價制度。我國教師專業(yè)發(fā)展應遵循以檔案為載體的教師職前職后教育一體化設計的思路,建立以個體自主反思為關鍵手段的內(nèi)生性發(fā)展評價制度,并創(chuàng)設以專業(yè)發(fā)展共同體為場域的文化。
[Abstract]:In recent years, the quality of education in the United Kingdom is declining, the shortage of teachers and other problems. Driven by internal and external factors, in 2012, the United Kingdom School and training Development Agency to promote the professional development of new teachers. The "entry and Development Archives" system has been revised around the three phases of approaching the end of pre-service training, beginning and closing of induction training. The TDA website provides new teachers with professional planning based on learning communities. Our teachers' professional development should follow the idea of integrated design of pre-service and post-service education based on archives. To establish the evaluation system of endogenous development with the key means of individual self-reflection, and to create a culture with professional development community as the field.
【作者單位】： 西南大學教育學部;
【分類號】：G451
【正文快照】： 自20世紀80年代以來,英國就開始關注教師職業(yè)發(fā)展一體化和專業(yè)化的問題,而入職指導階段正是新教師邁向教學生涯的橋梁,由此英國政府非常重視新教師的入職培訓。三十多年來,英國陸續(xù)頒布了關于入職指導的相應法定政策,其中最為突出的就是檔案制度。1988年,“入職檔案”制度(Car，

本文編號：1383176