学前教师专业发展自律组织管理模式探析——以加拿大安大略省为例

On the Continuous Professional Learning Program of Early Childhood Educators in Ontario,Canada from a Professional Self-Regulatory Perspective

加拿大安大略省近年来十分重视学前教师的专业发展,形成了以行业自律组织——学前教育工作者协会监督下的管理模式。该省学前教育工作者专业发展分为两大模块,第一模块为职业基本常识模块,第二模块为循环文件夹模块。这种专业发展管理模式具有如下特点:通过行业自律组织进行管理,所有注册人员必须参加;充分运用信息化管理手段;管理模式适合不同专业发展阶段的早期教育工作者;专业发展完成情况与职业资格注册挂钩;专业发展循环贯穿于整个职业生涯。加拿大安大略省的学前教育工作者专业发展管理模式可以为我国幼儿教师专业发展管理提供借鉴与参考。

Ontario of Canada has attached great importance to professional learningpro-rama of early childhood edu-cators in recent years, and the College of Early Childhood Educators was established as a professional self-regulato-ry organization. The Continuous Professional Learning Program was reformed accordingly, and it includes two steps：Expectations for Practice and Portfolio Cycle. This professional development management mode has the following characteristics： all registered early childhood educators must attend professional learning; full use of information technological management; management mode meets the demand of different early childhood educators of different stages of the professional development; connect professional development with professional qualification registration;the professional development cycle runs through the whole career. This mode could provide reference for the pre-school teachers in China.