【摘要】 国际文凭课程教师的专业发展角色呈现为高压之下的学习者、传统教师培训的"偏科生"以及全球思维的践行者,其专业发展活动中面临着合作与认同不足、专业发展活动缺乏针对性以及全球思维教学理念与实践间存在鸿沟等挑战。为了促进IB教师的专业发展,美国芝加哥地区通过系统的职前培训体系为IB教师打造良好的专业发展基础,鼓励跨学科教学活动以帮助IB教师突破专业发展的孤立情境,参与国际化的专业学习共同体网络以提升IB教师全球素养。这些举措为我国IB教师的专业发展提供了以下启示:完善IB教师的职前筛选与培训体系,激励教师成为"分布式教学领导者",开展需求导向的专业指导活动以及提升IB教师的跨文化理解力。更多还原

【Abstract】 As a learner under high pressure, a partial student of traditional teacher training, and a practitioner of global thinking, there is insufficient cooperation and identification,lack of specificity and weak global problem-solving ability in IB teachers’ professional development.To respond to the challenges, the United States has established a good professional development foundation for IB teachers through systematic pre-service training system, encouraging interdisciplinary teaching activities to help IB teachers break through the isolated situation of professional development so that they can participate in the international professional learning community network to enhance the global literacy of IB teachers. It provides the following practical implications for the professional development of IB teachers in China: improve the pre-service screening and training system for IB teachers, motivate teachers to become "distributed teaching leaders", conduct demand-oriented professional guidance activities, and promote IB Teacher’s cross-cultural understanding.更多还原