作　　者： ;

机构地区： 广东省教育研究院

出　　处： 《兴义民族师范学院学报》 2017年第2期79-87,共9页

摘　　要： 当前教师专业发展研究与实践广泛,但问题同样广泛。通过分析发现,现存问题的外在表征是教师自主的主体缺位和环境支持的要素缺失,而其本质则源自当前教师终身专业发展范式的终身发展核心理念,因而当前教师专业发展范式亟待转向。基于Wedell和Malderez(2013)环境分析理论^([1]),进而探讨教师可持续专业发展的目标、途径及内涵本质,论证了教师可持续专业发展范式将以可持续发展的核心理念引领今后相关研究与实践的本质可能,以期抛砖引玉,促使范式转向,消弭现存问题,促进教师专业发展的良性发展。 Whilst teachers＇ professional development is widely pursued, current research and practice are trapped by persistent problems. An analysis of reported problems in the literature reveals two prominent causes, the neglect of teachers in developing teacher autonomy and that of key elements in building supportive environments, both of which are deeply rooted in the overstated faith in lifelong learning of the present paradigm of teachers＇ professional development. This paper therefore calls for a paradigm shift from the lifelong to the sustainable professional development of teachers. Informed by Wedell and Malderez＇s （2013） framework of context, the paper discusses the goals for teachers＇ success in professional development and the approaches to achieve them. At the end, the definition of Sustainable Professional Development （SPD） of teachers is proposed.

关 键 词： 可持续专业发展范式 终身专业发展范式 教师专业发展 教师自主 环境支持

领　　域： [文化科学—教育学] [文化科学—教育技术学]