International Comparative Study of Standards for New Teacher's Professional Development

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73614071" target="_blank" >RIV/61989592:15410/22:73614071 - isvavai.cz</a>

Výsledek na webu

<a href="https://e-pedagogium.upol.cz/artkey/epd-202202-0003_mezinarodni-srovnavaci-studie-standardu-pro-profesni-rozvoj-novych-ucitelu.php" target="_blank" >https://e-pedagogium.upol.cz/artkey/epd-202202-0003_mezinarodni-srovnavaci-studie-standardu-pro-profesni-rozvoj-novych-ucitelu.php</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5507/epd.2022.003" target="_blank" >10.5507/epd.2022.003</a>

Jazyk výsledku

angličtina

Název v původním jazyce

International Comparative Study of Standards for New Teacher's Professional Development

Popis výsledku v původním jazyce

According to the theory of teachers&apos; professional development, teachers&apos; career development can be divided into five stages: induction, stability, new challenges and problems, professional plateau, renewal or degeneration (Day, Sachs, 2004). From the perspective of teacher&apos;s professional career development, new teachers generally refer to teachers who have been qualified for teaching for less than three years (Zhong, 2017). Since the new teacher is in the initial stage of teacher professional development, this teaching philosophy and practice have an impact on the teaching attitude, identity, and teaching methods of the teacher professional development career that immediately begins. When new teachers enter the new environment, they need to interact with the new identity in the teaching context through multiple paths and enhance their understanding and identification of the new identity in professional development. The formulation and implementation of teacher professional standards provide policy support for teacher specialization and teachers as professional workers. Throughout the international field, based on the trend of globalization of teacher education standards, establishing professional standards for different stages of teacher professional development and promoting the reform and specialization of teacher&apos;s education system have become the orientation of countries with developed education. Among them, American teacher&apos;s professional standards started early, mainly controlled by InTASC from the national level. In 1992, the organization published the model standards for new teacher licensing, evaluation and development: an inter-state communication document, which put forward ten core standards that new teachers must have and started the development of professional standards for new teachers (Yao, 2007). In addition, Australia, Great Britain and other countries have also made effective progress in the formulation of phased standards. Therefore, the analysis of the existing international standards has reference significance for the integration and improvement of the whole system of teacher&apos;s professional standards. This article from the background, purpose, content, characteristics such as dimension analysis and contrast the United States, Australia, the UK (in Scotland, for example) the new teachers&apos; professional development standards, to compare the similarities and differences between different countries the new teacher&apos;s professional development standards, to perfect the future new teacher&apos;s professional standards, construct the complete system of teachers&apos; professional standards provide the basis.

Název v anglickém jazyce

International Comparative Study of Standards for New Teacher's Professional Development

Popis výsledku anglicky

According to the theory of teachers&apos; professional development, teachers&apos; career development can be divided into five stages: induction, stability, new challenges and problems, professional plateau, renewal or degeneration (Day, Sachs, 2004). From the perspective of teacher&apos;s professional career development, new teachers generally refer to teachers who have been qualified for teaching for less than three years (Zhong, 2017). Since the new teacher is in the initial stage of teacher professional development, this teaching philosophy and practice have an impact on the teaching attitude, identity, and teaching methods of the teacher professional development career that immediately begins. When new teachers enter the new environment, they need to interact with the new identity in the teaching context through multiple paths and enhance their understanding and identification of the new identity in professional development. The formulation and implementation of teacher professional standards provide policy support for teacher specialization and teachers as professional workers. Throughout the international field, based on the trend of globalization of teacher education standards, establishing professional standards for different stages of teacher professional development and promoting the reform and specialization of teacher&apos;s education system have become the orientation of countries with developed education. Among them, American teacher&apos;s professional standards started early, mainly controlled by InTASC from the national level. In 1992, the organization published the model standards for new teacher licensing, evaluation and development: an inter-state communication document, which put forward ten core standards that new teachers must have and started the development of professional standards for new teachers (Yao, 2007). In addition, Australia, Great Britain and other countries have also made effective progress in the formulation of phased standards. Therefore, the analysis of the existing international standards has reference significance for the integration and improvement of the whole system of teacher&apos;s professional standards. This article from the background, purpose, content, characteristics such as dimension analysis and contrast the United States, Australia, the UK (in Scotland, for example) the new teachers&apos; professional development standards, to compare the similarities and differences between different countries the new teacher&apos;s professional development standards, to perfect the future new teacher&apos;s professional standards, construct the complete system of teachers&apos; professional standards provide the basis.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

e-PEDAGOGIUM, nezávislý odborný časopis pro interdisciplinární výzkum v pedagogice

ISSN

1213-7758

e-ISSN

—

Svazek periodika

22

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

15

Strana od-do

36-50

Kód UT WoS článku

—

EID výsledku v databázi Scopus

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