| 两岸学前教育教师专业化发展研究 |
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| 引用本文： | 张会利张真柱.两岸学前教育教师专业化发展研究[J].宁波大学学报(教育科学版),2016,0(1):95-098. |
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| 作者姓名： | 张会利张真柱 |
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| 作者单位： | (1. 宁波大学 教师教育学院,浙江 宁波 315211;2. 宁波大学 人文社会科学处,浙江 宁波 315211) |
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| 摘 要： | 两岸学前教育教师的专业化发展因为体制不同在教师队伍规模、教师职前培养、教师职后教育、教师资格检定方面存在着差异，但也存在共性因素:提升学前教育教师队伍的整体素质；倡导多元化的师资培育政策；重视一体化的教师教育建设和推进教师终身化的在职进修。基于两岸的比较视角，提出把握学前教育教师专业化发展动态性、可持续性；突显学前教育教师职业的专业性、特殊性和注重学前教育教师职业的反思性。
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| 关 键 词： | - |
A Comparative Study on the Professional Development of Preschool Teachers in the Mainland and Taiwan |
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| ZHANG Hui-li,ZHANG Zhen-zhu.A Comparative Study on the Professional Development of Preschool Teachers in the Mainland and Taiwan[J].Journal of Ningbo University(Educational Science Edition),2016,0(1):95-098. |
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| Authors: | ZHANG Hui-li ZHANG Zhen-zhu |
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| Institution: | (1. College of Teachers Education, Ningbo University, Ningbo 315211; 2. Dept. of Humanities & Social Science, Ningbo University, Ningbo 315211, China) |
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| Abstract: | The professional development of preschool teachers in the Mainland and Taiwan is differentiated in the aspects of scale, pre-service training, in-service education and qualification examination. However, there exist such common factors as overall quality improvement, teachers education policy diversification, teacherstraining integration and teacherslifelong learning. This comparative study highlights the dynamic and sustainable development of preschool teachers as well as its professionalization, uniqueness and reflective |
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| Keywords: | Mainland Taiwan preschool education teachers professional development comparison common analysis |
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