Exploring the dimensionality of teacher professionalization

被引：6
|
作者：
Agarao-Fernandez, Editha [1 ,2 ]
de Guzman, Allan B. [1 ,2 ]
机构：
[1] Univ Santo Tomas, Grad Sch, Coll Educ, Manila 1015, Philippines
[2] Univ Santo Tomas, Ctr Educ Res & Dev, Manila 1015, Philippines
来源：
EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE | 2006年 / 5卷 / 03期
关键词：
Teacher education; Professional identity; Professional development; Induction; Credentialing; Collaborative learning; Status of teachers;
D O I：
10.1007/s10671-006-9010-x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article examines the dimensionality of teacher professionalization. Like other recognized professions, teaching deserves a systemic and integral development platform where recruited teachers undergo well-defined transitional stages that would help crystallize their sense of professional identity (Credentialing), professional familiarity (Induction), professional expertise (Specialization), professional security and stability (Compensation), and professional synergy (Professional Development). Model options vis-a-vis the identified stages are comprehensively discussed in this article.
引用
收藏
页码：211 / 224
页数：14
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