【摘要】： 教師專業(yè)發(fā)展不是從正式踏上教師的崗位才開始,而是從師范生踏入教師職前教育中的那一刻便開始啟動了。作為職前教師,要在職前教育階段做好日后成為一名合格教師的所有準備,以合格教師的標準要求自己。那合格教師的標準是什么?職前教師到底要做好哪些方面的準備?當前的職前教育是否使他們做好了這些準備?職前教師的專業(yè)準備狀態(tài)現(xiàn)狀是怎樣的?如何讓他們更好地做好各方面的準備?這些都將是本研究探討的問題。 本研究以實踐一意義取向的教師專業(yè)發(fā)展理論為基礎從專業(yè)意向、專業(yè)技能、專業(yè)知識、專業(yè)倫理和經驗五個緯度闡釋了對教師專業(yè)發(fā)展的理解。其次,本研究以這五個緯度設計了教師專業(yè)發(fā)展的調查問卷,對C師范大學的105名職前教師進行了問卷調查;另外隨機對50名在職教師展開問卷調查,并通過對比得出職前教師與在職教師在經驗和專業(yè)倫理方面存在顯著性差異,在專業(yè)知識和技能方面職前教師均分略低于在職教師,而在專業(yè)意向和專業(yè)倫理方面職前教師要高于在職教師,總分無顯著性差異的結論。接著本研究對近20位職前教師進行了深度訪談,通過訪談資料的整理和分析,總結出職前教師專業(yè)準備狀態(tài)的現(xiàn)狀。最后,文章對中國和美國、英國以及新加坡三個國家職前教師教育的模式、課程以及實習三個方面展開對比,通過對比并結合本研究的量性和質性研究的材料提出改善職前教師專業(yè)準備狀態(tài)的建議。
[Abstract]:Teachers'professional development begins at the moment when normal students step into teachers' pre-service education. As pre-service teachers, they should make all the preparations for becoming a qualified teacher in the pre-service education stage and demand themselves by the standards of qualified teachers. What? What should pre-service teachers do? Is the current pre-service education making them ready? What is the status quo of pre-service teachers'professional preparation? How to make them better prepared in all aspects? These will be the questions discussed in this study.
Based on the theory of practice-oriented teacher professional development, this study interprets the understanding of teacher professional development from five dimensions: professional intention, professional skills, professional knowledge, professional ethics and experience. Secondly, a questionnaire on teacher professional development is designed to investigate 105 pre-service teachers in C Normal University. In addition, a questionnaire survey was conducted among 50 in-service teachers, and a significant difference was found between pre-service teachers and in-service teachers in terms of experience and professional ethics. The average score of pre-service teachers in professional knowledge and skills was slightly lower than that of in-service teachers, while pre-service teachers in terms of professional intentions and professional ethics were important. Then, this study conducted in-depth interviews with nearly 20 pre-service teachers and summarized the status quo of pre-service teachers'professional readiness through the collation and analysis of the interview data. Finally, the paper discussed the models and curricula of pre-service teacher education in China, the United Kingdom and Singapore. And the three aspects of practice are compared, and through the comparison and combination of the quantitative and qualitative research materials of this study, some suggestions are put forward to improve the pre-service teachers'professional readiness.
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G451.1

【引證文獻】

相關碩士學位論文 前2條

1 謝慧;職前教師實踐性知識的發(fā)展途徑研究[D];東北師范大學;2011年

2 馮都樂;全日制英語教育碩士職前專業(yè)化發(fā)展與專業(yè)認同研究[D];首都師范大學;2012年

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本文編號：2176306