国际视野中的我国乡村教师专业发展:与PISA高绩效东亚四国TALIS数据的比较

Professional Development of Rural Teachers in China: A Comparison with Singapore, Japan, Korea, and Shanghai using TALIS 2013

本研究以我国五个省份的1232名乡村教师为样本,考察了乡村教师专业发展的现状、障碍、需求与影响因素,并将结果与PISA2015中表现出色且参与TALIS2013调查的新加坡、日本、韩国及中国上海地区的教师专业发展进行了国际与城乡比较。结果发现,在专业发展现状上,我国乡村教师参与过正式入职培训和师徒带教活动的比例远低于新加坡、日本、韩国和中国上海;在专业发展内容上,乡村教师感知效能最大的是学科知识和教学法知识;在专业发展障碍上,乡村教师参与专业发展活动的障碍主要是专业发展课程过于昂贵、工学矛盾和缺乏学校支持;在专业发展需求上,乡村教师最迫切需要的是学科教学法知识和教学信息技术;在专业发展影响因素上,影响乡村教师专业发展有效性的最主要因素是专业发展需求。

The study aimed to investigate the status, barrier, and needs of rural teachers＇ professional development compared with Singapore, Japanese, Korean and Shanghai teachers participating in TALIS 2013. The data employed in this study came from1232 rural teachers sampled from five provinces in China and TALIS2013. The results indicated that： （1）Rural teachers＇ participation rates in formal induction training and mentoring was lower than that in Singapore, Japan, South Korea and Shanghai, and （2） Subject knowledge and pedagogical competencies, compared to other professional development contents, made the greater impacts on the teaching practice perceived of rural teachers; （3） The cost, time conflict with work and lack of principal support were the primary barriers for rural teachers participating professional development activities; （4） The most urgent development needs of rural teachers was pedagogical competencies in teaching and ICT.