幼儿教师内生性发展培训模式的理念构建与路径探索

Theories and Practices of the Training Mode for Endogenous Development of Kindergarten Teachers

学前教育内涵式发展背景下,幼儿教师队伍建设面临重大难题——"他主模式"的职后培训已经难以有效支持幼儿教师高位发展。基于主体内生性发展理论和实践共同体理论并经由长期行动研究所建构的内生性发展培训模式乃是破解难题的希望。该模式以生命之师作为幼儿教师的角色定位和专业发展的至高追求,将内生之力作为建构教师专业发展机制的核心,以研训结合作为支持教师内生发展的有效路径,最终寻求教师培训参与者的多元共生和共同发展。在此理念体系指导下,培训实践中综合采用多元互动式培训需求调研评估、以"导师制"为基础实现培训组织形式的多种创新,并在学员培训效果评价方面进行改革探索,践行了多元追踪式评价,以充分发挥评价的激励导向功能。

Under the background of connotative development of preschool education, the construction of preschool teacher team is facing a serious problem, and the external training mode has been difficult to effectively support the internal professional development of kindergarten teachers. Based on the theory of organic development and the theory of practical community, ＂The Training Mode for Endogenous Development of Kindergarten Teachers＂ is the real hope to solve the problem mentioned above, which is tested in a long-time action research. The Mode de- fines roles and goals as ＂the teachers of children＇s lives＂. Nevertheless,it also considers that the core of the professional development mecha- nism is the internal development motive force, and the most effective method to effort teachers＇ professional development is combination of ex- ternal training for teachers and internal researching of teachers, and the highest goal is multiplex symbiosis for trainees and trainers. Under such a guiding theory, there are a lot of different patterns of training and assessment to stimate trainees, kindergarten teachers, to achieve internal professional development, such as Simulating Kindergartens, Valley of Education Wisdom, 7- 11 Learning Station, and Micro Research. Practice indicates that ＂the Training Mode for Endogenous Development of Kindergarten Teachers＂ is able to stimulate the developing motive force of kindergarten teachers, and do harm to their internal professional development.