We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
校长如何引领教师专业成长? ———英国、芬兰、加拿大、日本的实践与启示.
- Authors
郑 璐
- Abstract
From a global perspective, leading teachers' professional development is an important responsibility and mission of primary and secondary school principals in various countries. By focusing on the ideas, practice and management of the principals leading teachers' professional development in the four countries of the United Kingdom, Finland, Canada and Japan who have performed outstandingly in the TALIS, this paper outlines the “ideal-type" existence of school leaders in the process of teachers' professional deveopment. Comparing with the three modules of professional understanding and cognition, professional knowledge and methods, professional ability and behavior required by principals to lead teachers' development in China, the inspirations are as follows: principals should reshape the professional understanding of teachers' development, that is, this is a permanent project, principals are not “ all-round" leaders, but “ public-servant" leaders; principals should master the professional methods to promote teachers' development, expand the implementation path of teacher training with evidence-based practice, and boost teachers' professional development with critical reflection; principals should expand the professional behaviour of teachers' development, rely on multi-party interaction to conduct distributed leadership, and promote the real occurrence of students' learning.
- Publication
Teacher Development Research, 2022, Vol 6, Issue 2, p108
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2022.02.013