职前职后一体化视域下的新教师培训:做什么?怎么做?

On Novice Teacher Training from the perspective of Pre-service and Post-service Integration: What to do?How to do?

我国教师教育职前培养与职后培训一体化目前已成为一种大的趋势,师范生培养是职后合格教师发展的起点和基础。四年师范生培养与入职后四十年专业发展如何有效衔接,新教师的发展是关键。新教师培养和发展是教师教育同一逻辑序列上的一个节点,是连续的、终身性的。本文通过职前职后一体化视角,透析新教师在适应期内包括身份、角色、心理、知识、经验等改变带来的新发现,根据这些新发现,对培养培训工作提出四点新任务与新要求,最后归纳出在新形势新环境下新教师培养培训工作的三条策略与路径,以期教师培养培训机构在新教师专业发展过程中有所借鉴。

The integration of pre-service foster and post-service training for teachers in China has become a major trend. The training for normal college students is the starting point and basis for the development of qualified teachers after service. How to effectively link the four-year teacher training with the forty-year professional development lies in the development of novice teachers. The cultivation and development of novice teachers is a node on the same logical sequence of teacher education, which is continuous and lifelong. This paper analyzes the new discoveries brought by novice teachers during the adaptation period including changes in position, role, mentality, knowledge, experience, etc. from the perspective of pre-service and post-service integration. In accordance with these new discoveries, four new tasks and requirements are proposed for the teacher training. Finally, this paper concludes with three strategies and paths for future novice teacher training.