摘要
"教师职业生涯周期"理论作为教师专业发展阶段理论的重要组成部分之一,揭示了教师职业生涯发展过程中所呈现的阶段性发展规律及特征。分析、评价国外教师职业生涯周期研究中较具代表性的五种理论:伯顿的"教师发展阶段论"、费斯勒的"教师职业生涯发展周期模型"、司德菲的"教师生涯发展模式"、休伯曼"教师职业周期主题模式"以及加拿大学者的"教师职业成熟阶段",可以正确认识教师在专业发展过程中的特征和需求,从而制定出个性化的专业发展方案。
As one of the most important component parts of teacher professional development theory, the ＂teacher career cycle development＂ reveals laws and characteristics of the teacher career development process. This paper analyzes and assesses four representative theories of the research on the teacher career cycle development in some countries： Burden＇ s ＂ Teacher Development Phase ＂, Fessler ＇ s ＂ Teacher Career Cycle Model＂, Stetty ＇ s ＂Teacher Career Development Pattern＂, Huerman＇ s ＂Teacher Career Cycle Development Pattern＂, and Canada＇s ＂Teacher Career Mature Phase＂, to help understand professional development, and to provide inspiration further the characteristics and demands of teachers during their and ideas for reference to map out an individual professional development scheme.
出处
《集美大学学报（教育科学版）》
2008年第2期3-7,共5页
Journal of Jimei University：Education Science Edition
关键词
外国教师
职业
生涯周期
教师专业发展
foreignal teacher
profession
career cycle
teacher professional development
