|本期目录/Table of Contents|

[1]陈瑶.学前教师专业发展自律组织管理模式探析——以加拿大安大略省为例[J].集美大学学报(教育科学版),2018,19(05):26-30.
　CHEN Yao.On the Continuous Professional Learning Program of Early Childhood Educators in Ontario, Canada from a Professional Self-Regulatory Perspective[J].Journal of Jimei University(Education Science Edition),2018,19(05):26-30.
点击复制

学前教师专业发展自律组织管理模式探析——以加拿大安大略省为例(PDF)
分享到：

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

卷:
第19卷
期数:
2018年05期
页码:
26-30
栏目:
教师发展研究
出版日期:
2018-09-28

文章信息/Info

Title:
On the Continuous Professional Learning Program of Early Childhood Educators in Ontario, Canada from a Professional Self-Regulatory Perspective
作者:
陈瑶1; 2
（1.湖南师范大学教育科学院；2.长沙师范学院，湖南 长沙410100）
Author(s):
CHEN Yao1; 2
(1.School of Educationd Science Hunan Normal University;2.Changsha Normal University, Changsha 410100, China)
关键词:
安大略省; 学前教育工作者; 专业发展; 行业自律
Keywords:
Ontario;  early childhood educators;  continuous professional learning;  professional selfregulatory mechanism
分类号:
-
DOI:
-
文献标志码:
A
摘要:
加拿大安大略省近年来十分重视学前教师的专业发展，形成了以行业自律组织——学前教育工作者协会监督下的管理模式。该省学前教育工作者专业发展分为两大模块，第一模块为职业基本常识模块，第二模块为循环文件夹模块。这种专业发展管理模式具有如下特点：通过行业自律组织进行管理，所有注册人员必须参加；充分运用信息化管理手段；管理模式适合不同专业发展阶段的早期教育工作者；专业发展完成情况与职业资格注册挂钩；专业发展循环贯穿于整个职业生涯。加拿大安大略省的学前教育工作者专业发展管理模式可以为我国幼儿教师专业发展管理提供借鉴与参考。
Abstract:
Ontario of Canada has attached great importance to professional learning program of early childhood educators in recent years, and the College of Early Childhood Educators was established as a professional self-regulatory organization. The Continuous Professional Learning Program was reformed accordingly, and it includes two steps: Expectations for Practice and Portfolio Cycle. This professional development management mode has the following characteristics: all registered early childhood educators must attend professional learning; full use of information technological management; management mode meets the demand of different early childhood educators of different stages of the professional development; connect professional development with professional qualification registration; the professional development cycle runs through the whole career. This mode could provide reference for the preschool teachers in China.

参考文献/References:

相似文献/References:

[1]陈晓菲.加拿大基础教育质量保障体系探析——以安大略省为例[J].集美大学学报(教育科学版),2019,20(02):53.
　CHEN Xiao-fei.Analysis on the Quality Assurance System of Basic Education in Ontario，Canada[J].Journal of Jimei University(Education Science Edition),2019,20(05):53.
[2]陈瑶.加拿大社区学院学前教育师资培养模式[J].集美大学学报(教育科学版),2020,21(03):26.
　CHEN Yao.An Analysis of the Early Childhood Educators Programs in Ontario Colleges of Applied Arts and Technology,Canada[J].Journal of Jimei University(Education Science Edition),2020,21(05):26.

备注/Memo

备注/Memo:
更新日期/Last Update: 2018-11-10