Anactionresearchonimprovingteachersreflectionlevelin.ppt

An action research on improving teachers’ reflection level in in-service teacher training in China  在职培训中提高中小学教师反思水平的行动研究 Outline Context Motivation Research questions Conceptual framework Research approach Findings Implication Context : in-service teacher training in China Two types of in-service teacher training in China Diploma-oriented teacher training 学历培训 Non diploma-oriented teacher training 非学历培训 ◎Continuing eduction (Teachers advanced studies school; local teachers college/ school-based training) 继续教育（一般在教师进修学校、地方师范院校学习，近年 来很多课程学习安排在中小学，由教师个人或集体学习） ◎National or Provincial special training programs（eg. National Training Program, 2010-2012) 专项培训计划（如“国培计划”） Context : Diploma-oriented teacher training 《Teachers’ Act 》,Oct 31st,1993 《中华人民共和国教师法 》 minimum diploma standards: Elementary school teachers: secondary teachers school Junior high school teachers: college degree Senior high school teachers: bachelor degree Context : Diploma-oriented teacher training State councilMinistry of Education in China《Education prospering action plan towards 21st century》 国务院批转教育部《面向２１世纪教育振兴行动计划》 1999-01-13 By 2010，try to make elementary school teachers reach college diploma, junior and senior high school teachers reach bachelor degree; and in developed areas, certain percentage of senior high school teachers get master degree. 到2010年左右，具备条件的地区力争使小学和初中专任教师的学历分别提升到专科和本科层次，经济发达地区高中专任教师和校长中获硕士学位者应达到一定比例。 Context By 2001, in rural areas, 20.25% Elementary school teachers hold a college diploma 9.35% Junior high school teachers hold a bachelor degree Context By 2009, the percentage of school teachers who reach the diploma standards Context : some ways for in-service teachers getting college or bachelor degree: Teach by Correspondence 函授 (self-study during work, university-based courses and exam in holidays/ more expense, but easy to banlance time)