初任教师专业发展研究

【作者】 靳娟；

【导师】 宁虹；

【作者基本信息】 首都师范大学 ， 教育学原理， 2008， 硕士

【摘要】 当前随着世界各国教育改革的深入,教师专业化与教师专业发展受到了各国普遍关注,初任教师是教师专业发展的特殊和关键阶段,也是教师专业发展生涯的起点,那么,究竟什么是专业?什么是教师专业发展?初任教师专业发展的现状如何?如何促进?将是本研究探讨的问题本研究基于严格科学的态度,首先本文的第一章梳理了西方哲学发展的脉络,基于对“实践”性质及教育的实践性质的理解,认为教师专业发展的实现关键在于实现它的不可替代性,教师专业发展就是在教师与学生的交往中,教师以强烈的意向和伦理指向去追求和实现教育意义的行动和过程,从而实现其不可替代的作用。并从专业意向、专业技能、专业知识、专业伦理的纬度阐释了对教师专业发展的理解。其次,文章第二章就这些纬度设计了教师专业发展的调查问卷,对L中学100名教师进行了问卷调查。通过对比得出新老教师在经验和专业伦理方面有显著性差异,在专业知识和技能方面初任教师均分略低于老教师,而在教学意向和专业伦理方面初任教师要高于老教师,总分无显著性差异,并对初任教师进行了深度访谈和课堂观察,通过访谈资料的整理和分析得出第二章第二节的叙事线索,根据对调查结果和访谈资料的分析得出影响初任教师专业发展的因素。最后,文章的第三章就教师专业发展的五个纬度结合量性和质性研究的材料归纳了研究结论,并对初任教师、教师教育机构及任教学校提出了促进教师专业发展的建议。更多还原

【Abstract】 Currently,as the deeply development of education reform , teacher professionalism and professional development of teacher are universally concerned. The stage of begging teacher is special and critical in professional development of teacher,and is also the start point of the professional development career. Thus, what is on earth profession? What is the development of teacher? What is the present situation of the development of begging teacher? How to promote?This research is in a strictly and scientific way. Firstly, chapter one: we sort out the sequence of the development of Western philosophy. On the basis of understanding of pratice and eduction ,we believe that the key to achieve professional development of teacher is to realizing her irreplaceability. The development of teacher is process and action of the teacher to pursue and realize the meaning of education with intensely intention and ethic oritentation ,thus to realizing her irreplaceability. Then, from five latitudes as professional intention, professional skills, professional knowledge, professional ethic and experience to explain the understanding of professional development of teacher. Secondly, chapter two: we designed the questionnaire about professional development of teachers form that five latitudes and conducted a survey of 100 teachers in L school. By comparing old and begging teachers, there is a significant difference in experience and professional ethic; the scores of begging teachers are slightly lower than old teacher in professional skills and knowledge but in professional intention and professional ethic the scores of begging teachers are higher than the old; there is no significant difference in total. Then, we take in-depth interviews and classroom observations on begging teachers. Through collected and analyzed material of interview, we get the narrative cue of section II of chapter two. According to the survey results and interviews, we get the factors that impacting the begging teachers professional development. Finally, chapter three: The article on the professional development of teachers with five latitude quantitative and qualitative research into the conclusion of the study . Then, the article give some suggestions to begging teacher, their own school and teacher education institutions on how to promote professional development of teacher更多还原