Abstract
本文分析、描述了教師專業成長的五個階段及其表現，討論、比較了促進教師專業成長的三種模式，並探討了反思能力與教師專業成長之間的關係。分析指出：在幼兒教師專業發展上，需要有觀摩的機會、同輩間的指導和合作、有經驗教師或顧問教師的指導。反思能力是促進教師專業成長的關鍵。任何提升專業發展的活動，目標都是促進她們的反思能力，協助她們從反思他人的教學，過渡到反思個人的教學。
This paper analyses the five stages of teachers’ professional development, discusses the three approaches to facilitating professional development, and investigates the relationships between teachers’ reflection and their professional development. The analyses indicates that : (1) classroom observation, peer review, mentoring and supportive school culture will facilitate teachers’ professional development; (2) reflective competence is crucial to teachers’ professional development; and (3) the aim of all the activities of promoting professional development is to enhance teachers’ reflective competence. Copyright © 2004 The Hong Kong Institute of Education.
This paper analyses the five stages of teachers’ professional development, discusses the three approaches to facilitating professional development, and investigates the relationships between teachers’ reflection and their professional development. The analyses indicates that : (1) classroom observation, peer review, mentoring and supportive school culture will facilitate teachers’ professional development; (2) reflective competence is crucial to teachers’ professional development; and (3) the aim of all the activities of promoting professional development is to enhance teachers’ reflective competence. Copyright © 2004 The Hong Kong Institute of Education.
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 47-50 |
| Journal | 香港幼兒學報 |
| Volume | 3 |
| Issue number | 2 |
| Publication status | Published - Nov 2004 |
Citation
李婉玲(2004)：淺論幼兒教師的專業發展，《香港幼兒學報》，3(2)，頁47-50。Keywords
- Alt. title: Quest for early childhood teachers’ professional development