|本期目录/Table of Contents|

[1]叶玲娟,邱容机,吴冬青,等.高校教师立体模式构建之职业发展路径探索[J].集美大学学报(教育科学版),2016,17(03):14-18.
　YE Ling-juan,QIU Rong-ji,WU Dong-qing,et al.A Three-dimensional Model of University Teachers’ Professional Development Based on Teachers’ Professional Development Path[J].Journal of Jimei University(Education Science Edition),2016,17(03):14-18.
点击复制

高校教师立体模式构建之职业发展路径探索()
分享到：

《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第17卷
期数:
2016年03期
页码:
14-18
栏目:
教师发展研究
出版日期:
2016-05-28

文章信息/Info

Title:
A Three-dimensional Model of University Teachers’ Professional Development Based on Teachers’ Professional Development Path
作者:
叶玲娟1; 邱容机2; 吴冬青1; 郭鹰1
（1.福建农林大学教务处；2.福建农林大学金山学院,福建福州350002）
Author(s):
YE Ling-juan1; QIU Rong-ji2; WU Dong-qing1; GUO Ying1
(1.Fujian Agriculture and Forest University Academic Affairs Office; 2. Jinshan College, Fujian Agriculture and Forest University;Fuzhou,350002,China)
关键词:
职业发展路径; 教师发展; 立体模式
Keywords:
professional development path;  teachers’ professional development;  three-dimensional model
分类号:
-
DOI:
-
文献标志码:
A
摘要:
基于职业发展路径的教师发展立体空间模式以教师职业生涯发展不同成长阶段的专业知识、能力需求为基础，围绕教师教学发展、组织发展、专业发展、个人发展等的成长需求，发挥校内外、国内外等各方的教师发展资源为教师创造多元的专业成长空间。该模式包括通过以校本培训为主的新教师职前后培训，重点教师教学发展；多层次的教师发展形式的“在职教师”职后发展，支撑教师综合素质的提升；以教师个人价值实现为高校教师职后发展目标，铺设有利于教师发展的校园文化，形成系统性、连续性的教师培养发展体系，从而帮助教师实现职业生涯的良性发展。
Abstract:
Based on teachers’ professional development path, the three-dimensional model of university teachers’ professional development is based on the professional knowledge and ability requirements to teachers’ occupation career in the different growth stages, around growth demand of the teacher education development, organization development, professional development, and personal development, played a role to the resource development of teachers home and abroad, and to create multiple professional growth space. It contained that before and after the school-based training of the new teachers’ vocational training, focus on the development of teachers’ teaching; teacher development form multi-level teachers job development, support teachers to enhance the comprehensive quality of teachers; to realize personal value target for the development of college teachers , laying conducive to teachers’ development the campus culture, so as to form a systematic, continuous development of teacher training system, and to help teachers achieve occupation career benign development.

参考文献/References:

相似文献/References:

[1]李莹.我国教师专业发展研究的现状及趋势——基于2010-2014年文献统计的角度[J].集美大学学报(教育科学版),2016,17(01):18.
　LI Ying.The Analysis of Faculty Development Research Trend in China——based on the analysis of literatures from 2010 to 2014[J].Journal of Jimei University(Education Science Edition),2016,17(03):18.
[2]李文.日本大学教师发展组织的理念与实践——以日本教学发展协会（JAED）为例[J].集美大学学报(教育科学版),2016,17(03):6.
　LI Wen.Japan Faculty Development Organization Philosophy and Practice-Take Japan Association of Educational Development as an Example[J].Journal of Jimei University(Education Science Edition),2016,17(03):6.
[3]王立刚.中小学国学师资培训体系建立的基本路径[J].集美大学学报(教育科学版),2015,16(01):1.
　WANG Li-gang.The Basic Path to Establish the Sinology Education Teacher Training System in Primary and Secondary Schools[J].Journal of Jimei University(Education Science Edition),2015,16(03):1.
[4]李攀,苏贵民.教师职后发展不可或缺的动力：教育者的信任[J].集美大学学报(教育科学版),2019,20(05):9.
　LI Pan,SU Gui-min.An Indispensable Driving Force of Growth:The Trust of Post-service Educators on School Teachers[J].Journal of Jimei University(Education Science Edition),2019,20(03):9.

备注/Memo

备注/Memo:
更新日期/Last Update: 2016-07-01