数字时代教师的专业发展:在线培训计划和政策实施的比较分析
Yuanhai Gu1, Jun He1, Wenjuan Huang2
1School of Future Education, Beijing Normal University, Zhuhai 519087, China.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
概括
在线教师专业发展 (TPD) 在中国和美国显著扩大. 尽管指标趋同,但在获取和适当性方面仍存在差距,这凸显了数字TPD平等框架的必要性.
科学领域:
- 教育政策
- 数字学习
- 比较教育
背景情况:
- 在线教师专业发展 (TPD) 对于教学质量和公平学习至关重要.
- 数字时代需要全球教育工作者制定强有力的TPD策略.
- 持续学习对于教师适应不断变化的教育环境至关重要.
研究的目的:
- 比较和分析中国和美国在线教师专业发展 (TPD) 在2014-2024年.
- 研究治理制度对公平教育TPD结果的影响.
- 确定促进公平性和质量的数字TPD有效模式.
主要方法:
- 采用混合方法方法,整合政策文件分析,结构化调查和采访.
- 对两国TPD的治理,获取,参与和有效性进行了比较分析.
- 定性数据探讨了TPD的功能性访问和上下文适当性.
主要成果:
- 到2024年,中国和美国在线TPD的参与率均超过75%,有效率高于4.3.
- 中国利用集中式授权进行快速扩张,而美国则倾向于分散式,本地驱动的扩张.
- 尽管数量指标趋同,但质量调查结果显示,在获取和适当性方面存在持续差异,特别是在农村地区.
结论:
- 现有的TPD平等框架需要加强,以解决教师代理,政策实施和数字可用性问题.
- 一个混合型的TPD模式, 将中国的可扩展性与美国的专业自主性结合起来, 为公平的数字学习环境提供了一条道路.
- 解决功能性访问和上下文适当性是实现在线TPD充分潜力的关键.
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