摘要
澳大利亚20世纪90年代初开始的变革型教师专业化工程是澳政府在其社会整体改革进程中对教师教育领域的一种变革。针对传统教师专业培养过程存在的"独立"、"排他"、"保守"等弊端,变革型教师专业化体现了"融合"、"合作"、"开放"等后现代社会发展特征的人才培养观。为了实现新时期教师专业化的转型,联邦政府通过与教育联合会等机构签订协议的形式启动国家教师专业化工程,自上而下、由点到面地推进,以期逐步实现全国学校系统教师专业化的整体变革。
Started in 1990s, the Australian transformative professional development projects are me transformation of the teacher professional development from modern to postmodern nature for teacher education in the social reform period and with the support of Commonwealth government. Facing the phenomemon of ＂ndepen- dence＂, ＂exclusion＂ and ＂conservative＂ in the old teaching profession, the transformative teaching profession displays ＂collegial＂, ＂collaborative＂ and ＂open＂ features. To achieve the new forms of teaching professional de- velopment, the Commonwealth government, through signing the Teaching Accord with other unions, started national teaching professional development projects from top-down and from part to the whole, expecting the national change in school system.
出处
《比较教育研究》
CSSCI
北大核心
2013年第6期42-46,92,共6页
International and Comparative Education
基金
黑龙江省社科规划基金项目(项目编号:10E050)
教育部人文社会科学重点研究基地重大项目"教育政策形成
实施和评价机制的比较研究"(项目编号:2009JJD880004)和"21世纪国家发展与教育改革对策的比较研究"(项目编号:2000ZDXM880002)的阶段性研究成果之一
关键词
澳大利亚
教师教育
传统型教师专业化
变革型教师专业化
Australia
teacher education
old teacher professionalism
transformative teacher professionalism
