作　　者： ;

机构地区： 深圳大学师范学院

出　　处： 《深圳大学学报（人文社会科学版）》 2009年第2期153-156,共4页

摘　　要： 转型期复杂的社会文化背景对我国教师专业发展产生深刻影响,高度集权的教育体制在一定程度上制约了教师个人自主发展,同时教师教育理论不足限制了教师个人理论的建构。这就要求必须充分认识教师专业发展的多重性:既是专业发展又是人的发展;既是个人自主发展又是社群发展;既关注个人理论发展又关注公共理论发展。 Complicated socio-cultural backdrop of the transitional period has left a profound impact on teachers＇ professional development in China. The centralized educational system has somewhat restricted the teachers＇ autonomous development. Meanwhile, their inadequate stock of educational theory has hindered their theoretical construction on a personal basis. This asks for full awareness of the multiplicity of the teachers＇ professional development, concerning both professional and individual development, autonomous development of both individuals and communities, and theoretical development both in private and in public.

关 键 词： 教师专业发展 多重性 人的发展 教师社群 公共理论

领　　域： [文化科学] [文化科学]