摘要
经合组织于2013年对34个国家和经济体的10.7万名教师进行了"教与学国际调查"。调查显示:有88%的教师在过去一年中参加过专业发展活动,有超过四分之三的教师认为这些专业发展活动对教学有正面的影响,但专业发展活动满足需求的程度并不高。影响教师专业发展效能的因素有:参与专业发展的时间和方式,教师的需求,教学理念与方式,学校气氛,对教师工作的评价与反馈,校长的教学领导。以上研究发现对我国教师专业发展的启示有:保证教师学习时间,注重教师学习需求,完善激励机制,关注研究性学习,加强校长的教学领导。
The second cycle of TALIS was conducted by OECD in 2013 and surveyed more than one hundred thousands teachers of lower secondary education in 34 countries and economies. 88% teachers report that they had participated in at least one professional development activity during the 12 months prior to the survey. More than three quarters teachers think that the professional development activities had positive impact on teaching, but professional development activities did not meet teachers＇ needs well. TALIS finds that some key factors influence the effectiveness of professional development, such as： the time and type of participating professional development, teaching beliefs and activities, school climate, teacher appraisal and feedback, instructional leadership. There are some implications should be emphasized based on these results： to ensure scheduled time on teachers＇ learning, pay attention to the learning needs of teachers, improve the incentive mechanism, focus more on problem-based learning, strengthen instructional leadership principals.
出处
《教师教育研究》
CSSCI
北大核心
2015年第3期100-106,共7页
Teacher Education Research
基金
2014年国家社科基金一般项目(14BMZ090)阶段性成果
关键词
TALIS
教师专业发展
启示
TALIS
teacher professional development
implications
