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中小学教师培训, ISSN 1005-1058, 2017, Issue 2, pp. 75 - 78
通过对澳大利亚优秀教师国家认证机制的产生背景、认证双方、流程、标准和结果的研究表明,该机制具有认证“证据优先”且多方参与、认证“标准统一”且易于操作、认证“价值多元”且体现自主、认证结果“非终身制”等特点,对我国当前教师教育改革有着积极的借鉴作用,并对完善我国教师专业化进程的实践和理论研究都有一定意义。 
澳大利亚;优秀教师;国家认证;专业发展
Journal Article
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