本文選題：教師教育　切入點(diǎn)：大學(xué)與產(chǎn)業(yè)界　出處：《華中師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：馬拉維共和國,近50%的中小學(xué)教師沒有接受過相關(guān)專業(yè)技能培訓(xùn),正式學(xué)生入學(xué)率僅達(dá)35%。本研究旨在探究高校師范教育與教育部間的交流、協(xié)作與反饋,從而得出影響中小學(xué)教育的具體因素。為改善中小學(xué)師資情況,馬拉維政府授權(quán)部分公立大學(xué)提供教師培訓(xùn)。該課程推出后效果欠佳,僅半數(shù)教師參與這一培訓(xùn)模式,本研究也試圖討論與分析其背后原因。該研究以部分教育部工作人員及教師培訓(xùn)活動參與者為研究對象,運(yùn)用系統(tǒng)和其延伸理論與人力資本理論進(jìn)行分析。研究表明,高校師范教育與教師培訓(xùn)與教育部教師聘用標(biāo)準(zhǔn)存在脫節(jié)現(xiàn)象,從而導(dǎo)致教師無法通過培訓(xùn)正常上崗。高校師范教育間也存在核心課程內(nèi)容不同的情況。教育體制內(nèi)超過半數(shù)的教師不符合教師標(biāo)準(zhǔn),但仍有50%以上的教師崗位空缺。事實(shí)上,至少在小學(xué)低年級基礎(chǔ)教育中,絕大部分合格教師未能被聘用。對此,應(yīng)加強(qiáng)教育部教師與高校師范教育間的聯(lián)系,從而切實(shí)可行地提高素質(zhì)及相關(guān)教育的質(zhì)量。系統(tǒng)理論也提出,當(dāng)體統(tǒng)內(nèi)某部分無法良好運(yùn)作時(shí),將對系統(tǒng)整體產(chǎn)生影響。同時(shí),教育部應(yīng)對未達(dá)標(biāo)的教師進(jìn)行再培訓(xùn),個(gè)別甚至可以進(jìn)行辭退,從而轉(zhuǎn)聘用符合標(biāo)準(zhǔn)的教師。教育部可聯(lián)合教師培訓(xùn)機(jī)構(gòu)對在職教師進(jìn)行教師培訓(xùn),同時(shí)增加對未就業(yè)的合格教師的聘用。以長遠(yuǎn)目光來看,教育部與教育機(jī)構(gòu)合作,從而提供清晰的培養(yǎng)目標(biāo),進(jìn)一步招聘合格的教師。第十章討論了以需求為導(dǎo)向的教師教育模型,該模型是基于教育的現(xiàn)狀和需求進(jìn)行制定,即從教育規(guī)劃到實(shí)施的整個(gè)過程都與市場需求相關(guān)。調(diào)查發(fā)現(xiàn),教師缺少發(fā)聲平臺,無法互相交流工作心得。因此提出建立教師反映平臺,讓教師對教育問題提出自己的見解并相互交流。該研究針對教師實(shí)踐過程中的問題,提出教師應(yīng)針對培訓(xùn)中的有效方法定期反饋,以不斷改進(jìn)教師培訓(xùn)質(zhì)量,也可以彌補(bǔ)部分在職前教育中忽視的問題,加強(qiáng)師范教育與就業(yè)市場的聯(lián)系。通過反饋,入職教師也能對所學(xué)課程有更為深刻的認(rèn)識。調(diào)查顯示,不同的教師培訓(xùn)機(jī)構(gòu)的教育內(nèi)容不一致,應(yīng)當(dāng)建立統(tǒng)一馬拉維教師資格標(biāo)準(zhǔn),保證入職教師具備一定的教學(xué)能力。綜上,本研究對教師職前培訓(xùn)與就業(yè)間的紐帶進(jìn)行了.理論及實(shí)踐意義的討論,并提出了一系列建議與思考。
[Abstract]:In the Republic of Malawi, nearly 50% primary and secondary school teachers have not received relevant professional skills training, and the enrollment rate of formal students is only 35. The purpose of this study is to explore the exchange, collaboration and feedback between teachers' education and the Ministry of Education in colleges and universities. In order to improve the situation of teachers in primary and secondary schools, the Malawian Government authorized some public universities to provide teacher training. After the introduction of the curriculum, the effect was poor, and only half of the teachers participated in the training model. This study also attempts to discuss and analyze the reasons behind it. This study takes some staff of the Ministry of Education and participants in teacher training activities as the research objects, using the system and its extension theory and human capital theory to analyze. There is a disconnection between teacher education and teacher training in colleges and universities and the teacher employment standard of the Ministry of Education. As a result, teachers are unable to take up normal posts through training. There are also different core curriculum contents among teachers in colleges and universities. More than half of the teachers in the educational system do not meet the teacher standards, but more than 50% teachers are still vacant. In fact, At least in primary and junior basic education, the vast majority of qualified teachers are not employed. In this regard, the link between teachers from the Ministry of Education and teachers' education in colleges and universities should be strengthened. Therefore, it is feasible to improve the quality and the quality of relevant education. The system theory also suggests that when some part of the system fails to work well, it will have an impact on the whole system. At the same time, the Ministry of Education should retrain teachers who do not meet the standards. The Ministry of Education may, in conjunction with teacher training institutions, conduct teacher training for in-service teachers, while increasing the employment of qualified teachers who are not employed. In the long run, the Ministry of Education can recruit qualified teachers who meet the criteria. The Ministry of Education works with educational institutions to provide clear training objectives and further recruit qualified teachers. Chapter 10th discusses a demand-oriented model for teacher education, which is based on the current situation and needs of education. That is, the whole process from education planning to implementation is related to market demand. The research aims at the problems in the process of teachers' practice, and suggests that teachers should give regular feedback on effective methods of training in order to continuously improve the quality of teacher training. It can also make up for the problems neglected in some pre-service education and strengthen the link between normal education and the job market. Through feedback, the incoming teachers can also have a deeper understanding of the courses they have learned. The survey shows that, Different teacher training institutions have different educational contents, so we should establish a unified Malawi teacher qualification standard to ensure that the incoming teachers have a certain teaching ability. This study discusses the link between teacher pre-service training and employment, discusses the theoretical and practical significance, and puts forward a series of suggestions and reflections.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G647.38

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