北京市中小学教师专业发展:结构与特点研究

The Structure and Feature of Teachers' Professional Development in Beijing

基于对北京市5255名教师的问卷调查,本研究考察了中小学教师专业发展的结构与现状特点。结果表明:(1)中小学教师专业发展的五个因素,即专业精神、专业理念、专业能力、专业知识、自主反思与发展意识,能够比较好地解释教师专业发展的心理结构;(2)不同职业生涯发展阶段教师的专业素质表现出逐渐提高的趋势,其中11-15年教龄教师的专业发展水平达到最高。(3)不同教龄、城郊区中小学教师的专业发展表现出差异性。更新与提升郊县农村中小学教师的专业理念与专业能力应是北京市教师教育的关注点。

This study investigated the structure and feature of primary and secondary school teachers＇ professional development, based on the survey of 5525 teachers in Beijing. The results showed that （1） there were five factors, namely the professional ability, professional ethic, professional belief, professional knowledge and professional autonomy, which could satisfactorily explain the variance of teachers＇ professional development, and （2） the four factors showed a significantly increasing trend with the growth of teaching years of teachers, however, the factor of professional belief showed reverse one, and （3） the teachers with different background showed the variations of professional development and increasing the rural teachers＇ professional belief and ability should be the focus of teacher education in Beijing.