赋权予教师:教师专业发展中的教师领导

教师专业发展中的教师领导有两个方面的意义:一是领袖教师对其专业群体的引领;二是教师自主的专业发展。鼓励同侪协作,发挥优秀教师的示范-引领-辐射等作用固然重要,但教师的自主才是专业发展持续且有效的基础。在中国大陆,教师在职的专业发展受到行政部门的主导,骨干教师们在各种专业发展活动中发挥着重要作用,然而也呈现出精英化、等级制与工具性等特征。此外,由于处处受到行政干预,教师的专业发展充满着功利色彩、被迫与被动。我们认为,只有赋权予教师,留给教师自主发展的空间并提供更多选择,才能促成教师持续而有效的发展。教师领导的专业发展应成为教师专业发展的原则之一。     

职业生涯规划、管理、发展的概念和内涵辨析

职业生涯规划主要指个人的职业生涯规划,但受组织的影响。职业生涯管理是从组织角度来进行的一系列管理行为,它是组织和个人共同进行的,分为组织职业生涯管理和员工自我职业生涯管理。职业生涯发展是在个人和组织利益相互结合的基础上,通过组织进行的一系列职业生涯管理活动,包含了个人职业生涯规划和组织的职业生涯管理两个基本活动。     

Diversity in the principalship: The impact of the formative years

This paper presents the key findings of a recent study into the relationship between first time principals' formative years and their early experiences in the leadership role. The family, school and religion all had a significant influence in shaping basic values and beliefs, and the beliefs and values in turn exercised considerable influence on how new principals carried out their roles. It was evident that the socialization agencies of principals' respective families, workplaces and schools all played a noticeable role in the conception of their ‘self’ and their ‘leadership character’. The study also illustrates the impact of early experiences on the educators even before they took up positions of leadership, and throws light on their aspirations to become leaders and the strategies they employed to work their way up the career ladder. The paper explains how early life experiences, when combined with the historical, economic and cultural context in Singapore, affected the thoughts, attitudes, and actions of the novice principals. Finally, the paper examines some of the things that were perceived by the new principals as either supporting or hindering their practice, and at how they were affected. This revised version was published online in August 2006 with corrections to the Cover Date.     

职业发展素质的解析与建构

关注职业发展是时代发展赋予的新命题。将职业发展与职业素质结合起来,从职业发展的角度培养学生具备相应的职业素质,这在高等职业教育学生培养中是一个新的课题。职业发展素质涉及与职业发展相关的诸多素质要素,其核心内容涵盖职业理想、职业基本素质、职业关键素质三大部分。打通培育和提升职业发展素质的三重通道,实现与专业教学相融合的职业理想教育、与职业岗位相结合的基本素质教育、与职业发展相适应的关键素质教育三者的有机融合,是高职院校职业发展素质教育的有效路径。     

自我认知：存在于职业指导之中

当今社会职业、工作岗位充满着不确定性和复杂性,因此,指导学习者进行职业定向、职业选择也必然是一个持续性的过程。其中,作为完成高质量职业指导的措施之一,＂自我认知＂扮演着重要角色。一方面,＂自我认知＂以能力本位为指导,体现了职业指导思想的认识论和方法论,另一方面,它也存在于具体的实施方案、计划之中。无论从学科、还是社会层面而言,＂自我认知＂都促进了职业角色转变,并被视为个性化职业指导的奠基石。     

论教师领导

教师领导是学校迈向学习型学校的必然,其概念是从教学领导、道德领导、转换领导、平行领导特别是分布式领导和参与式领导等学校领导研究中渐渐明晰的。教师领导的实施过程有利于校长成为\"领导者的领导\",从而放弃\"英雄领导\"模式;有利于教师的积极参与和专业成长,从而使教师职业具有魅力;有利于学校学习共同体的形成,从而提升学校创造未来的能力,最终达成学生发展的目的。     

教师授权:促进教师专业发展的策略

教师授权是实现教师专业发展的重要途径。它可以从意义、胜任感、影响力、自我决定四个方面予以界定。通过教师授权促进教师专业发展的策略,包括促进教师民主参与,进行授权评价,鼓励协同与创新,倡导变革型领导等几个方面。     

An Australian perspective on school leadership preparation and development: credentials or self-management?

This paper provides a review of school leadership preparation and development in Australia through considering the requirements for becoming a principal, how leadership preparation and development occurs, and consideration of recent developments to provide an Australian standard for school leaders. Australian educators have relied mostly on a self-identification and self-managed system in which individuals decide that they want to pursue leadership opportunities and then seek out the support and experiences to help them. Support is available and provided through system, university, and service organization programmes, and the support of colleagues and senior leaders in schools. Whilst there is an extensive range of support provided by systems, universities and service organizations, there is little evidence of their impact on schools. At the school level there needs to be far greater support in identifying and developing leaders. Developments in creating a national leadership standard might lead to some type of credentialing programme that could allow individuals to benchmark their development, and ensure that preparation and support programmes are of the highest quality. An alternative view is to reinforce greater individual responsibility for leadership development and career progress, encourage schools and systems to focus less on individual leadership and more on collective leadership, and consider more innovative ways of providing leadership development.     

高校职业生涯教育辅导员的专业发展

本文依据教师专业生涯周期的理论,归纳了高校职业生涯教育辅导员所应发挥的作用,分析了这一群体在不同阶段所面临的专业发展需求,并构筑了相应的生涯发展周期。针对这些需求,提出了职业生涯教育辅导员的专业发展策略。     

A model of professional development: teachers’ perceptions of their professional development

This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers’ perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four ‘professional development patterns’ emerged. Participants’ professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers’ personal course of professional development. Hence, the categorisation of the teaching staff according to individuals’ professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers’ particular needs.     

陕西地区图书馆员近年来生存状况与思想动态调查研究

在当代图书馆事业发展与转型大背景下,抽样调查了陕西地区图书馆员近年来生存状况与思想动态,从职业背景、职业认知和职业预期等三个方面进行数据统计与综合分析,发现其整体状况积极,但是也明显存在着一些消极倾向。积极改进当代图书馆员生存状况与思想动态的主要对策是:加快当代图书馆服务水平升级步伐;加快建设高度职业化的专业馆员队伍;积极协助馆员解决其目前职业发展过程中的若干突出难题。     

教师职业生涯发展中的校长领导力研究

教师发展是一个持续的过程,校长作为组织领导者,应了解处于不同生涯周期教师的特征与需求,提供支持教师成长的组织环境,帮助教师职业生涯良性发展。在这个过程中,校长承担着指导者、激励者、调解者、领导者等不同角色,其核心领导力体现在系统思维能力、团队建设能力、高效沟通能力、客观评价能力和勇于创新能力等等。