比较视野下国际职教师资培养模式的经验、特征与借鉴

Experience,Characteristics and Reference of International Voca tional Teacher Training Models from a Comparative Perspective

随着教师发展愈加专业化,国际上涌现了形式多样的职教师资培养模式,如双专业、分阶段的德国“职业教育硕士”培养模式,三段融合、标准先行的英国“ITE学徒制”培养模式及以证定培、资格框架指导的澳大利亚“TAFE学院”培养模式。尽管培养模式各不相同,但都呈现出专业化、协同化、标准化的培养特点,都内隐着对职教师资培养内容专业化、培养机构协同化、培养阶段科学化、评价体系有效化、培养层次定位为硕士的诉求。通过总结比较国际职教师资培养模式的经验,紧扣职教师资培养的本质需求,立足我国职教师资培养模式的当下困境,提出“职教师资培养共同体”培养模式,并在保障机制、运行机制、评价机制三方面提出了由政府统筹、职教基地牵头,高校、企业、职业学校协同,全阶段多层次深度参与职教师资培养的构建思路。

With the development of professionalization in teacher education,various forms of vocational teacher training models have emerged internationally,such as the German"Vocational Education Master's"model with dual majors and stages,the British"ITE Apprenticeship"model with three stages of integration and standard advancement,and the Australian"TAFE College"model guided by a certification-oriented training and qualification framework.Although the modes are different,they all present professional,collaborative,and standardized training wisdom,which implies a demand for the professionalization of vocational teacher training content,collaborative training institutions,scientific training stages,effective evaluation systems,and positioning the training level as a master's degree.By summarizing and comparing the experiences of international vocational teacher training models and their pursuit of connotations,closely adhering to the essential needs of vocational teacher training,and based on the current difficulties and future trends of China's vocational teacher training model,this paper proposes a"vocational teacher training community"training model that adapts to China's vocational teacher training.In terms of guarantee mechanism,operation mechanism,and evaluation mechanism,it proposes a construction idea of government coordination,vocational education base as the leading institution,universities,enterprises,and vocational schools as the community,and multi-level deep participation in vocational teacher training throughout the entire stage.