教师教育一体化--从观念到行动：教师教育一体化的困境与出路

From Concept to Action： The Predicament of Teacher Education Integration and the Way Out

教师教育一体化既有打通教师培养职前职后各环节的顺势而为，亦有在传统教师培养惯性面前的挣扎与徘徊，难免陷入因探索或成全所致的困境。如职前培养阶段免费师范生政策的普惠性与学生就业去向的相离性、教师来源的多元化及资格准入与教师教育一体化综合设计之间的出入、职后培训由福利异化为负担的尴尬等等。有鉴于此，在教师教育一体化进程中，职前培养免费师范生政策要力避搭便车的现象，教师来源的多元化与教师准入标准的同一性以及教师教育一体化综合设计在配套上的冲突；职后培训充分利用平台空间督促教师在O2O模式下的行动自觉，助推教师在终身教育理念支配下完成教育观念的即时更新、知识结构的即时优化、专业成长与自我实现水平同步提升，并拓展到对于全民学习与自我实现的引领与示范。

While teacher education integration integrates every stage of teacher education into one unity, it struggles against the inertia of traditional teacher education, inevitably falling into a predicament caused by exploration or compromise. The predicament are as follows： the inconsistency between the preference for free normal students and their employment orientation in preservice training stage, the discrepancy between teachers＇ diverse backg, qualification admission system and the overall plan of teacher education integration, and the heavy burden brought about by distorted inservice training. Viewing from this, in the course of teacher educationintegration, the preservioe training for free normal students should try to avoid free ride phenomenon, emphasize teachers＇ diversification in ~he comprehensive design facilities, make full use of the supervision platform to motivate teachers＇ conscious action in O2O mode, boost teachers＇ update of education idea, immediate optimization of knowledge structure as well as the synchronous improvement of professional growth and self-realizationunder the domination of the lifelong education idea, and further expand to be a leader and example of national learning and self-realization.