| Autor: |
HOU Yuna, ZHANG Yulong |
| Jazyk: |
čínština |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Jiaoshi jiaoyu xuebao, Vol 11, Iss 2, Pp 121-130 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2095-8129 |
| DOI: |
10.13718/j.cnki.jsjy.2024.02.013 |
| Popis: |
Teachers' continuous professional development across different school stages plays a crucial role in children's sustainable development and the construction of a national high-quality education system. OECD countries have actively explored the continuity of teachers' profession with the goal of transitioning from kindergarten to primary school: an integrated training system and content system are constructed in the teacher training stage; a connected internship training and qualification certification system have been formed in the pre-service stage; the community system of full-time teachers' rotation and training in the post-service development stage has been established. This paper studies the representative policies and experiences of the OECD countries. It will provide reference and enlightenment for the comprehensive implementation of school readiness and adaptation education in all provinces, autonomous regions and municipalities in China from September 2022. It will also promote the scientific and smooth transition from kindergarten to primary school. The specific enlightenment mainly includes: integrating preschool and primary school teacher education resources and innovating the training mode of primary education teachers; constructing an internship practice system that takes care of both kindergarten and primary school for normal students; improving the special training and qualification certification system for teachers who engage in transition-related work; implementing the rotation system and supporting programs for full-time teachers. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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