差异化专业支持案例:走向专业发展阶段理论

Rachael E. Gabriel
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引用次数: 9

摘要

在这篇观点文章中,我通过对一年级、二年级和三年级教师的采访,建立了一个专业发展阶段理论,该理论解释了教师在课堂上的前三年的问题、兴趣和偏好。我认为,差异化的专业发展有可能提高教师队伍的质量,方法是在教师入职的头几年里提高他们的专业技能,并提供足够吸引人、奖励足够多的支持,以鼓励教师留任。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development
In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.
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