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伊朗中等职业技术学校教师培养的发展、挑战与出路OA

Development,Challenges and Pathways of Teacher Training in Secondary Vocational and Technical Schools in Iran

中文摘要英文摘要

伊朗各个阶段中等职业技术学校教师的培养方式与当时所处的社会环境息息相关.历史上,伊朗采用了三种方法来培养职业技术教师,分别是师徒制、聘请外籍教师和派遣学生出国留学以及设立教师培训中心.伊斯兰革命后,伊朗中等职业技术学校教师以高校培养为主,但在该培养模式下,伊朗职业技术学校的师资无论是在数量上还是在质量上都无法满足预期,其主要原因包括教育机构对职业技术教师培养的重视程度不够、培养模式单一、培训内容质量不佳等.伊朗需要通过开展多方合作、建立与完善教师任职制度与评价体系以及开展在职培训等方式,应对中等职业技术学校教师培养面临的挑战.

The training methods for vocational school teachers in Iran are closely related to the social conditions of the time.Throughout history,Iran has adopted three methods to train vocational school teachers:apprenticeship,hiring foreign teachers and sending students abroad for studies,as well as establishing teacher training centers.After the Islamic Revolution,higher education institutions became the main platforms for training those teachers in Iran.However,under the current training model,both the quantity and quality of vocational school teachers fall short of expectations.This can be attributed to such factors as the insufficient emphasis placed by educational institutions on vocational school teacher training,a limited range of training methods,and inadequate quality of training content.Iran needs to address the challenges it faces in the training of vocational school teachers through various forms of collaboration,establishing and improving systems for teacher recruitment and evaluation,as well as providing in-service education of teachers.

王珂;田小勇;关珊珊

上海外国语大学国际教育学院

教育学

教师培养中等职业技术学校伊朗

teacher trainingsecondary vocational and technicals schoolIran

《职教通讯》 2024 (003)

14-23 / 10

教育部人文社会科学研究2022年一般项目"区域国别分析视域下我国职业教育'走出去'的多元化战略与路径研究"(项目编号:22YJC880018)

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