作　　者： ;

机构地区： 喀什大学

出　　处： 《当代职业教育》 2020年第1期96-103,共8页

摘　　要： 学前教师的职业路径不仅指其成为一名教师前的教育过程,也包含其成为教师后基于职业能力的生涯发展过程。近年来,随着美国社会各界对高质量学前教育的需求,对学前教师的职业能力发展也提出了更高的要求。基于此,美国各州为克服学前教师在职业路径发展过程中遇到的教育财政支持有限、职业发展规划缺乏、教师资格认证不同、学分之间衔接不足等问题,通过提供必要的财政支持、全面的支持服务、统一资格凭证、加强学习衔接等举措,形成了各州独特的实践举措。这可以为中国在进行学前教师职业路径发展中提供借鉴,需加强构建区域及国家级职业路径建设计划、完善"国标省考县聘"的学前教师准入制度、加强学前教师职业培训体系建设、注重现代教育技术在学前教师职业路径建设中的应用。 The preschool teachers’ career path not only refers to the educational process that a personundergoes before he becomes a teacher, but also includes the career development process based on vocationalability after becoming a teacher. In recent years, with the demand for high-quality preschool education from allsectors of society in the United States, higher requirements have been put forward for the development of preschoolteachers’ professional ability. Based on this, in order to overcome the problems in preschool education, such aslimited financial support for education, lack of career development planning, different qualifications for teachers,inadequate linkage between credits and so on, the U.S. states have created unique practical measures by providingfinancial support and support services, unified qualification credentials and strengthen learning linkage. This canprovide reference for the career path development of preschool teachers in China. In particular, it is necessary tostrengthen the construction of regional and national career path construction plans, improve the "national standards,provincial examinations, county recruitment" preschool teacher admission system, and strengthen the vocationaltraining system for preschool teachers and pay attention to the application of modern education technology in theconstruction of preschool teachers’ career path.

关 键 词： 美国学前教师 职业路径 资格证书 培训体系 职业发展规划 在线课程

领　　域： [文化科学—职业技术教育学] [文化科学—教育学]