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題名 | 促進教師專業成長的進修制度--德國教師進修的發展經驗對我國未來實施教師分級制度的啟示= |
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作者 | 陳惠邦; |
期刊 | 初等教育學報 |
出版日期 | 19950600 |
卷期 | 3 1995.06[民84.06] |
頁次 | 頁151-171 |
分類號 | 522.4 |
語文 | chi |
關鍵詞 | 德國; 教師進修; 教師分級制度; |
中文摘要 | 加強教師進修,促進教育專業發展是各國師範教育共同的發展趨勢。在部分的國家裡,實施教師分級、換證等制度以作為激厲教師褣修的誘因。但也有國家如德國則依賴其特殊的傳統因素。本文回顧德國近兩百年來中小學教師進修制度在整體師範教育及社會與文化經緯中的發展過程發現:由於教師自主意識及國家力量的相互激燙,到現在狂動接受終身進修教育,追求專業成長,以及共同創造教育革新已經成為大部分德國教師的專業精神。益以規劃完整的多元化進修網及健全的法規、制度,故 再倚賴諸如分級、換證等措施。我國未來如設計實施教師分級制度,應可參考德國發展經驗,在之前或至少同時規劃教師進修制度,同時從師資培育開始,對師各生涯發展階段的相關服務法規及課程、教學法等詳加改進,使終身教育的理念深植於教師的專業精神之中,以確保教育專業的發展與教育事業的進步。 |
英文摘要 | To reinforce advanced studies and growth of expertise in the field of education is a common trend in all countries. Teacher-ranking and certificaterenewal systems are among some programs undergone in certain countries to prompt teacher into advanced studies. Nevertheless, some countries, like Germany, rely on its national conventioninstead of on programs alike- to reach this end. In trying to investigate the advanced study programs for teachers of primary and secondary education in Germany, as well as the loci it has been located both in teacher-education systems and in the socio-cultural chart of the country, the paper has the following discoveries. The interaction between the sense of autonomy among teachers and the potency of the country has inspired a professional animation among teachers that they persist in taking advanced education voluntarily and consistently, in pursuing growth in their specialty, and in venturing renovation throughout the educational systems. Furthermore, they have devised comprehensive, multi-faced network for advanced studies, aside from sound regulations and systems; therefore, the country has no need for systems like teacher-ranking and certificate-renewal. If Taiwan is to conceive teacher-ranking programs alike, the experience of Germany is a valid paradigm: it is feasible to device teachers’ advanced study programs ahead of, or at least at the same time as, the launching of the teacher ranking program. Also, we should put teacher-rearing at the starting point of the whole process. It takes re-examination of involved regulations, curricula arrangement and pedagogical methods in each stage of teachers’ career development. Only by doing so can we instill the notion of life-long reeducation into educators’ professional zest so as to ensure advancement of the educational expertise and progress of the educational enterprise. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。