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| 概要 |
Teacher professionalization is the trend of the world teacher education development and the orientation of China's teacher education reform. In this study, the main ideas are listed as the following. ...The profession to be discussed here is a sociological concept, referring to a special occupation that needs special education or training, has advanced and unique expertise and technology and undertakes specialized activities according to certain criterion so as to solve human and social problems, promote social progress and obtain corresponding remuneration as well as social status. After synthesizing, extracting and deepening the ideas of scholars involved in this issue, Chinese scholar of this dissertation thinks that a mature profession should satisfy six features and criterions : professional expertise, professional ethics, professional training, professional development, professional autonomy and professional organization. To examine the profession of teacher with the six criterions, I think that it is "an emerging profession" in China, with its status being higher than the semi-profession, approximate to the position of mature profession and in the intermediate state of profession and semi-profession. Now in China, the repeatedly discussions of the teacher professionalization aims at making educational occupation professionalization and teachers not only "competent instructors" but also "professional educators". To examine the contemporary state of teacher professionalization in present China, we can easily find that though teachers' pedagogical activities have to a certain degree reached the criterion of profession and the demands of China's modem education development to teachers are in agreement with the criteria of professionalization, great gaps still exist in the teacher professionalization compared with the developed countries. The aim of China's teacher education reform in the 21st century must be oriented to the teacher professionalization, and in light of the demands of teacher profession criteria, we should integrate and plan the teacher professionalization from the three layers of ideology, policy and individual teacher and make all-round, coordinated and food reforms so as to train educational professionals that meet the needs of teaching, educational reform and development of China in the new century.続きを見る
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1．はじめに 2．教職における専門職化の社会的背景 （1）市場経済の実施 （2）国家からの要求 （3）社会的要請 （4）教師教育への市場原理の導入 3．教職における専門職性の概念の再検討 4．教職における専門職化の現状 （1）理論的な面における論議 （2）実践的な面における取組 5．教職における専門職化の諸問題 6．おわりに
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Mendeley出力
KJ00004253812