【作者】 朱凌洁；

【导师】 蔡宝来；

【作者基本信息】 西北师范大学 ， 比教教育学， 2008， 硕士

【摘要】 教师专业发展自20世纪80年代以来日益成为世界教育者关注的课题,也是当前世界教师教育改革和发展的重要趋势。美国是世界上最发达的国家之一,真正现代意义上的教师专业化运动是从美国兴起的,美国在教师教育和教师专业化方面积累了丰富的经验,尤其是20世纪80年代在教师专业化运动中出现的一种新的办学模式——PDS(Professional Development Schools),直译为专业发展学校,意指教师专业发展学校,它是20世纪80年代中期以来美国教师教育改革创新的一种新尝试。随着经济和社会的发展,美国教育系统内部也发生了一些新的变化,产生了一些新的问题,表现在教师教育方面就是要求教师的职前培养和职后专业发展的一体化:大学和中小学校合作共同负责教师教育。教师专业发展学校——PDS正是在这种背景下应运而生的。它不是普通意义上的重新建立一所独立的专门学校,而是在现行中小学建制内进行的一种功能性建设,它试图在大学与中小学之间建立一种新的教师教育的模式,强调学校是教师专业发展的场所。它的产生与发展促进了美国实习教师的成长,促使学校的发展目标得以进一步实现,并为大学教师提供了新的研究资源,总之,它为美国的大学、中小学都带来了新的气息。这样一个充满生机与活力的新的教师教育模式为我国的教师教育发展提供了宝贵的经验与启示。我国的教师专业发展在许多方面尚处于摸索阶段,与发达国家相比,仍有一定的差距。本论文希望通过对美国教师专业发展学校(PDS)这一实现教师专业发展的创新途径的反思研究,以及美国教师专业发展学校(PDS)与其他教师专业发展途径的比较,为我国的教师专业发展途径提供可借鉴的经验,同时也吸取相应的教训。更多还原

【Abstract】 Since the 1980s, teacher’s professionalization has been a hot issue considered by the worldwide educational researchers, and it has been a current trend in both educational reforms and professional development of teaching profession. America is one of the most developed countries, the really modern teacher’s professionalization was taken place in America. There are many experiences in teacher’s education and teacher’s professionalization in America, especially the new model----PDS(Professional Development Schools), it’s a new try of teacher’s education since 1980s in America.With the development of the economy and society, some new changes and problems appeared in the inner part of educational system itself. In the aspect of teacher’s education, the displayed as the requirement of the unification of training teacher before becoming a teacher and professional development after becoming a teacher, and the requirement of cooperative responsibilities in teacher’s education between the universities and the secondary and elementary schools. Thus teacher’s Professional Development Schools came into being. It’s a kind of functional construction in the existing institution of secondary and elementary schools. They try to build a new model of teacher’s education between the universities and the secondary and elementary schools and emphasize that schools are the places for teacher’s developing. They are the rediscovery of teachers, green model of educational development, and continuously creating and innovating. Their engendering and development promoted the growing up of American future teachers, providing new research sources for university teachers and helped schools achieve their goals. In all, the teacher’s professional development schools gave new flavor to American universities, secondary and elementary schools as well. This new and dynamic model of teacher’s education also provided valuable experiences and inspirations for teacher’s education in China.The steps of the teacher’s professionalization taken in China are only initial ones, waiting for confirmation in many aspects. The paper hopes to find some experiences and inspirations for teacher’s education in China by the reflective study of PDS, and by the comparative between the PDS and other ways of teacher’s education. And at the same time, we can find our own way in teacher’s education.更多还原