高质量的幼儿教师专业学习共同体建设——源自西方国家的经验

曾晓滢

高质量的幼儿教师专业学习共同体建设——源自西方国家的经验

曾晓滢

详细信息

作者简介:
曾晓滢,南京师范大学教育科学学院博士研究生。

中图分类号: G615
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- 被引次数: 0
出版历程
- 收稿日期: 2020-01-25
- 刊出日期: 2021-07-10

Construction of high-quality professional learning community for preschool teachers: Experience from western countries

ZENG Xiaoyin

摘要

摘要: 专业学习共同体是西方国家教师专业发展的重要途径之一，也逐步成为一种教育机构变革与改善的有效方式，代表了近年来教师专业发展领域的新兴观念。我国幼儿园中通过共同体形式开展教师专业发展活动已较为普遍，但存在形式化问题。因此，深入探究专业学习共同体的核心理念和建设经验，对完善我国幼儿教师专业发展体系及改造幼儿园组织文化都大有裨益。高质量的幼儿教师专业学习共同体建设需要明确共同体中的教师角色，形成共同愿景，实现多重目的的有效聚合，培育自然合作文化，建立分布式领导模式，建构适宜的评估体系。
- 幼儿教师 /
- 专业发展 /
- 专业学习共同体 /
- 建设经验
Abstract: Professional learning community is one of the important ways for teachers' professional development in Western countries, and it has gradually become an effective way for the reform and improvement of educational institutions. It represents a newly emerging concept in the field of teachers' professional development in recent years. It is common to carry out activities for teachers' professional development in kindergartens in China, but there are some formalized problems. Therefore, in-depth exploration of the core concept and construction experience of professional learning community is of great benefit to the improvement of preschool teachers' professional development system and the transformation of kindergarten organizational culture. The construction of high-quality preschool teachers' professional learning community needs to clarify teachers' roles in the community, form a common vision, achieve effective aggregation of multiple purposes, cultivate natural cooperation culture, establish a distributed leadership model, and construct a suitable evaluation system.
- Preschool teachers /
- professional development /
- professional learning community /
- development experience

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参考文献(32)

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