“职前职后一体化”视阈下的长白山地区农村教师专业发展现状调查

Investigation on the Rural Teachers'Professional Development in Changbai Mountain Area from the Perspective of Integration of Pre-employment and Post-employment

为改进教师职前教育与职后培训,构建职前职后一体化育人体系,本研究采用《长白山地区农村教师专业发展问卷》对长白山地区500名农村教师进行调查。结果显示:专业发展目标短近,近半数教师专业发展不良;教育理念更新较慢,培训学习机会少;教研能力不足,缺乏团队教研意识;职前教育的从教技能训练与实践指导严重不足。为此,校地协同职前职后一体化培养可以围绕以下两方面展开:第一,完善“实践取向”的职前职后一体化的培养制度;第二,通过开展研究性学习和建立区域性教师专业学习共同体促进在职教师的专业发展。

In order to improve pre-service education and post-service training of teachers, and build an integrated education system before and after service, this study used the "Professional Development Questionnaire for Rural Teachers in Changbai Mountain" to survey 500 rural teachers in Changbai Mountain. The results show that: professional development goals are short and nearly half of teachers have poor professional development;educational concepts are updated slowly and training and learning opportunities are less;insufficient teaching and research capabilities and lack of team teaching and research awareness;pre-service education skills training and practical guidance are seriously insufficient. To this end, the school-local collaborative pre-employment and postemployment integrated training can be carried out around the following two aspects: first, improve the "practical-oriented" pre-employment and post-employment integrated training system;second, through the development of research learning and establishment The regional teacher professional learning community promotes the professional development of in-service teachers.