摘要
农村教师专业发展的动力结构以自我效能和自利两因子为中心,另含疲劳感因子(负向)、全局意识因子、兴趣衰竭因子(负向)等要素。努力构建教师等级分化的多元结构,实现等级体系的多层次、多目标、可跨越;发挥积极性,培育低密度、慢进度、高水平、高质量的教师专业发展工程等是有效推动农村教师专业发展的关键所在。
Both self-efficacy and self serving factors constitute the central structure, meanwhile the other part includes five other ones such as tiredness, overall situation awareness, interest failure, confidence, and autonomy. It is necessary to take relevant measures or means, such as taking efforts to build the multivariate structure of teachers class differentiation to realize a teacher＇ s honor system of multi-level, multi-objective, and leap across different levels; giving full play to the enthusiasm of educational authorities and school to cultivate an engineering of professional development with low density, slow progress, high level and high quality, etc.
出处
《现代教育管理》
CSSCI
北大核心
2015年第9期84-88,共5页
Modern Education Management
基金
全国教育科学"十二五"规划2012年度课题国家青年项目"农村优秀教师职业生涯与成长模式研究"(CFA120126)
关键词
教师专业发展
动力
促进机制
teacher＇ s professional development
motivation
mechanis
