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1.
我国职前教师教育实践性课程开发 总被引：1，自引：0，他引：1
教师职业具有双专业特性,即学科专业和教育专业。实践性知识是教师教育专业的主要知识基础,它必须通过实践性课程的学习才能有效获得。我国职前教师教育实践性课程的不足与形式化,导致了准教师们的实践性知识普遍匮乏的现实,这决定了科学开发职前教师教育实践性课程的紧迫性。而养成教育智慧是实践性课程开发的首要目标;中小学教育场景是实践性课程开发的重要资源;“行动研究”是实践性课程开发的理念与程序。 相似文献
2.
《宁波教育学院学报》2015,(5):57-59
当前我国职前外语教师培养主要存在课程结构不合理、教学内容陈旧,教学方法落后等问题。在借鉴美国教师教育成功经验的基础上,通过制定完善的教师认证及管理政策、制定完善的培养与培训政策、优化教师教育类课程设置、优化师范生考核评价方式、建设中小学在职与准教师专业学习共同体等措施,可有效提高教师培养、培训质量。 相似文献
3.
“教师学习”研究的发展及其对职前教师教育的启示 总被引：1，自引：0，他引：1
20世纪70年代以来,人们对教师学习、教师专业发展、教师在教育改革中的角色的理解有了很大的转变。教师学习与职前教师教育密不可分,是教师个人专业成长的过程。近年来,有学者对国际上有关教师学习的研究领域的相关重要概念进行了梳理和分析,并探讨了其对职前教师教育课程的设计与实施的启示,他们的研究既能丰富教师教育中的实践元素,也能适时地补充当前我国教师教育课程改革的理论空隙。 相似文献
4.
项目学习在教学中的应用正逐渐成为中国数学教育研究的热点．研究在以项目学习为主题的职前教师教育课程中,收集了反思日志、小组活动记录和访谈记录等多种文本资料,基于活动理论和拓展学习理论探究并分析了不同教学资源引发的矛盾,以及矛盾对职前教师设计项目学习产生的影响;总结了对后续相关课程或研究的启示．结果显示：课程共使用了5类教学资源帮助职前教师学习如何设计项目学习,教学资源引发的矛盾以不同方式促进职前教师的专业学习发展,并推动活动系统迭代,形成拓展学习循环． 相似文献
5.
澳大利亚教师教育标准化的新发展——“职前教师教育课程国家认证系统”的构建 总被引：3，自引：0，他引：3
澳大利亚"职前教师教育课程国家认证系统"由认证目标、师范毕业生标准和课程标准及基本的认证程序组成,强调国家系统的建立、系统各部分的整合、伙伴关系的形成、课程的全纳及创新。这是澳大利亚从国家层面保障职前教师教育课程质量的首次尝试,是澳大利亚教师教育标准化的新发展。 相似文献
6.
吴迪 《徐州师范大学学报(哲学社会科学版)》2006,32(4):122-126
苏格兰的职前教师教育课程鉴定与评估制度健全、成效显著,是一个成功的范例。其实施机构———普通教学专业委员会是一个具有很强自主性和权威性的专业性组织,在鉴定、评估和促进职前教师教育课程建设方面发挥了关键性的作用;其标准具有较强的发展性和可操作性;实施过程安排细致,重点突出,具有很高的工作效率;职前教师教育课程的鉴定与评估作用突出,效果显著,有效地保证了职前教师教育课程的质量,维护了教学的专业标准、促进了教师教育机构与中小学之间的伙伴关系。 相似文献
7.
8.
幼教学程是由台湾地区大学院校规划,并经教育部门核定批准的教育专业课程及教育实习课程,是参加该地区幼儿教师资格考试必须修习的课程。其中,教育专业课程旨在奠定教师保教能力基础,教育实习课程聚焦教师保教实践能力提升。大陆地区可以以此为借鉴,通过拓展幼儿园教师职前培养渠道,完善幼儿园教师职前培养模式;优化幼儿园教师职前课程结构,提升幼儿园教师保教专业能力;建构幼儿园教师职前实习体系,营造幼儿园教师职前良性成长生态,来优化学前教育专业课程建设。 相似文献
9.
信息技术职前教师专业发展途径探究 总被引：1，自引：0，他引：1
职前教师专业发展是教师终身专业发展的基础阶段,为了促进信息技术职前教师专业发展,探究信息技术职前教师专业发展途径。提出改革与教师专业发展不适应的课程设置,培养教师自主专业发展意识,改革和拓展信息技术教学论教学,加强教育实践和教育研究,从而加速职前教师的成长和发展。 相似文献
10.
职前教师专业发展是教师终身专业发展的基础阶段,为了促进信息技术职前教师专业发展,探究信息技术职前教师专业发展途径。提出改革与教师专业发展不适应的课程设置,培养教师自主专业发展意识,改革和拓展信息技术教学论教学,加强教育实践和教育研究,从而加速职前教师的成长和发展。 相似文献
11.
Sigrid Blömeke Ute SuhlGabriele Kaiser Martina Döhrmann 《Teaching and Teacher Education》2012,28(1):44-55
First findings of IEA’s “Teacher Education and Development Study in Mathematics (TEDS-M)” had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as outcomes. OTL effects are partly mediated by differential student teacher intake. Data from multi-level models support our hypotheses with respect to gender, high-school achievement, motivation, OTL in mathematics and the mediating effect of student teacher intake. Background affects only MCK but not MPCK. 相似文献
12.
This article examines the ways in which the development of alternative initial teacher education programs in England and Canada
over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial
teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article
offers a brief, initial account of the development of a standard model of initial teacher education in both countries that
is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum,
with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded
jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible
models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education
Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible,
Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges
the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers
constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial
teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible
will be an important contribution to meeting this challenge. 相似文献
13.
2017年10月26日,教育部印发了《普通高等学校师范类专业认证实施办法(暂行)》,明确提出要培养造就堪当民族复兴大任的大国良师。培育"大国良师"是新时代国家对广大教师的殷切期望与要求,同时也将引发教师教育课程的改革。指向大国良师的教师教育课程应注重师范生的精神成长,其目标在于帮助师范生成为一名有灵魂、有信念、有思想、有情怀、有学识、有担当、有使命感、有仁爱之心的未来教师。建设以"精神成长"为指引的教师教育课程可以借鉴文化存在论教育学的理论思想。文化存在论教育学认为师范生培养的"精神转向"突出表现在三个方面:一是从注重知识、技能的掌握到关注优雅心灵的成长;二是从割裂式的培养到运用艺术教育的手段培育整体精神;三是从忽视到重视运用优秀的传统文化进行精神培育。文化存在论教育学将师范生的精神成长视为培育人文精神与涵养文化品性的过程,因而在课程体系建设中非常注重对师范生开展"仁爱之心"儿童观的培育、"内在幸福"价值观的涵养,以及"转识成智"教育观的陶冶。为此,教师教育课程的建设应特别注重三个方面:首先,将"仁爱之心"儿童观的形塑融汇在教师教育课程体系之中,激励师范生不断形成"於穆不已"的儿童教育信念。其次,将"内在幸福"价值观渗透在教师教育课程体系之中,激励师范生树立"孔颜乐处"的教育志向。第三,将"转识成智"教育观融通在教师教育课程体系之中,激励师范生不断提升教育的实践智慧。 相似文献
14.
Deaf education teacher training programs have received criticism for graduating students with gaps in knowledge and skills required for specific placements. The National Council for Accreditation of Teacher Education (NCATE) requires that accredited programs engage in self-study, and NCATE guidelines require programs to collect valid, reliable evidence of teacher candidate performance and candidates' effect on student learning. In the present study, an ecobehavioral assessment computer program, MS-CISSAR (Mainstream Code for Instructional Structure and Student Academic Response), was used in evaluations of 8 teacher candidates during internship experiences. Results were mixed. Some of the instructional arrangements, teaching behaviors, and student responses resembled those found in studies using in-service teachers as subjects; however, some data revealed a need for changes in instruction. Data gathered with MS-CISSAR could be added to evaluations to help training programs meet NCATE requirements for evidence on teacher candidate performance and candidates' effect on student learning. 相似文献
15.
Frances C. Welch Robert E. Pitts Kristine J. Tenini Michael G. Kuenlen Sarah G. Wood 《The Teacher Educator》2013,48(3):179-201
Teacher preparation programs are required by the National Council for Accreditation of Teacher Education (NCATE) to assess the knowledge, skills, and dispositions of teacher candidates. Dispositions and the personal values that support them are defined differently by NCATE and other experts in the fields of education and business. In order to better understand dispositions the researchers examined the relationships between the personal values and dispositions of teacher candidates and successful teachers. Using the Rokeach Value Scale, results showed significant relationships between values and dispositions for teacher candidates and successful teachers. 相似文献
16.
美国教师教育认证委员会的认证制度及其启示 总被引：2，自引：0，他引：2
美国于1997年成立了教师教育认证委员会,对教师教育认证制度进行了改革。文章在介绍该委员会的认证质量指标和基本要求、认证程序及实际效果的基础上,对该认证制度的特点进行了简要分析,探讨了该认证制度对我国的启示。 相似文献
17.
论英国合格教师专业标准与教师职前培训要求 总被引：6，自引：0，他引：6
英国教师标准局和英国师资培训署在2002年6月共同颁布了《英国合格教师专业标准与教师职前培训要求,》旨在提高教师的专业标准,提升教育质量。其内容主要包括两方面:一是教育大臣标准,这是受训教师在获得合格教师资格之前必须要达到的标准;二是对教师职前培训的提供者和教师资格授权人的要求。我国新一轮的基础教育课程改革需要一批高素质的教师,势必在教师标准和教师培训方面提出新的要求,英国的这项标准给我们提供了很好的借鉴。 相似文献
18.
洪早清 《课程.教材.教法》2012,(6):97-101
《教师教育课程标准(试行)》是教育部颁布的我国第一个教师教育课程设置规范性文件,其实践取向的教师职业能力发展导向,对在校师范生职业能力培养提出了更高的要求,师范院校应积极调整教师教育课程体系,用合适的方法把师范生教师职业能力培养做得更加实在,进一步创新师范生教师职业能力培养策略。 相似文献
19.
Chris Zirkle 《The Teacher Educator》2013,48(3):208-219
Abstract College and university teacher education programs are increasingly required to integrate technology into teacher preparation in response to the requirements of national accreditation groups like the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE). Delivery of teacher education programs through pure distance education methodologies still has critics. A Web‐enhanced approach, with on‐campus courses and Web‐based information and/or testing as a supplement, is suggested as a compromise. An alternative teacher licensure program in career and technical education at Ohio State University uses this approach extensively, with positive results. This case study explores the use of an alternative teacher licensure program, defines the components of a Web‐based curriculum, and illustrates the benefits and challenges of a Web‐enhanced teacher education program. Student and faculty issues and reactions are outlined, along with strategies for integrating Web‐based activities into courses. Suggested future plans for continuing to infuse technology into teacher education are also discussed. 相似文献
20.
作为培养未来教师的主要基地,师范大学教育学院有责任也有义务认真搞好教师教育。但是,通过调查发现,目前我国师范大学教育学院存在人才培养目标定位狭窄、人才培养层次较低、专业与课程设置脱离基础教育、师资构成不合理等问题。在教师教育大学化、专业化等背景下,师范大学应该采取提高教育学院的整体地位,调整教育学院人才培养目标,提升教育学院人才培养层次,按不同任教阶段、不同学科调整专业和课程,合理调整教师教育师资队伍等策略实现转型。 相似文献