教师专业化:传统智慧与现代实践
张传燧
(湖南师范大学教育科学学院，湖南长沙 410081)
[摘要] 教师专业化包括教师职业专业化和教师教育专业化两方面内容,既是过程也是结果。 从结果看,教师专业知识
(素养)结构应由通识性知识、本体性知识、素养性知识、条件性知识、行为性知识、实践性知识等几方面知识所组成。
从过程看,教师教育专业化是个包括理论与实践两方面和职前教育、上岗培训、在职训练、职后进修四个环节以及脱
产和不脱产两种形式的终身一体化过程。中国教育发展史上具有丰富的教师专业化思想。当前,必须借鉴传统教师智
慧,进行理论和制度双重创新,才能推进教师专业化。
[关键词] 教师专业化;传统智慧;现代实践
[中图分类号] G659.21
[文献标识码] A
[文章编号] 1672-5905(2005)01-0016-05
Teacher Professionalism: Traditional Wisdom and Modern Practice
ZHANG Chuan-sui
(School of Educational Science, Hunan Normal University, Changsha, Hunan, 410081, China)
Abstract:The contents of teacher professionalism include teacher vocational professionalism and teacher educational
professionalism; it is both the process and product. Teacher professional knowledge consists of common, subject, morals,
educational, skill, and practical knowledge. Teacher educational professionalism is a process in onees life that not only
includes theory and practice but also includes pre-service education, induction and in-service education. There are rich
teacher professional thoughts in the history of education in China. Teacher professionalism shall adopt traditional teacher
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