Journal of Basic Education



特邀論文
教育改革潮中的教師和教師發展

2001.第10卷第2期/第11卷第1期(Vol. 10 No. 2/Vol. 11 No. 1).pp. 73–100
 

教育改革潮中的教師和教師發展

Teachers and Teacher Development in the Currents of Educational Reform

盧乃桂(Leslie N. K. LO)

摘要

本文的目的是說明當今學校教育改革對教師專業發展和教師工作的影響,並以中國內地和香港的教師發展為題,提供反思和借鑒的資料。本文以世界教育改革大潮為背景,以改革政策為依歸,討論教師工作性質的轉變、教師所面對的專業要求和自身的專業限制,及教師教育可如何改進以成就教師的發展。決策者在要求教師配合改革的同時,亦應注意處於不同發展階段的教師的情況,認真認識和考慮教與學情境的多種變數,和可如何讓教師作出更有效的調節。

Abstract

The purpose of this paper is to delineate the effects of educational reform on teachers and teacher development. Teacher education in the Chinese Mainland and Hong Kong provides the context of illustration of the functions and limitations of teacher education, and its possible contribution to teacher development and the work of teachers. Under the waves of educational reform that the world has experienced in the past decade, teachers need to change their way of thinking about teaching as well as their teaching methodology if they are to satisfy the requirements of educational reform. The ways that teachers adjust their thinking and work habits in varying stages of career development, and the ways they choose to confront the requirements of reform, depend very much on how individual teachers view their own development and the meaning of their work. In the endeavor to transform schools and their teachers, policy-makers would do well to understand: the many change possibilities that the interaction of teachers, environment, and work may afford; the conditions needed for the sustainable development of teachers and therefore the continual success of reform; and their own limitations that some have chosen to conveniently overlook.