新世纪的教师发展与教师教育

新世纪以来,中国内地和香港都启动了大规模的课程改革,对教师发展和教师教育提出了新的要求。基于对教师发展与教师教育之间关系的分析,文章指出了二者未来的发展方向,即发展中小学—大学伙伴协作关系,建立教师教育发展网络,促进多元化的教师发展和教师教育,以及深化教师与教师教育工作者的实践探究与反思。     

九十年代澳大利亚师范教育的变革

自一九九六年三月由霍华德领导的联合党在澳大利亚执政后，在“减少控制、自由选择、用支付、私有化”等四项改革原则的影响下，澳大利亚的师范教育产生了一系列的变革。本探讨了这次变革的背景、基本思路、举划以及亟待解决的问题。     

Teacher Education in Portugal: Analysing changes using the ATEE-RDC19 scenario methodology

This paper presents an overview of the development of teacher education in Portugal since the Revolution of 25 April 1974, which brought the country to democracy. Making use of the scenario model created by the ATEE-RDC19, it is an attempt to make clearer the hidden philosophies underlying the changes that are undertaken and show how teacher education has evolved from a romantic and idealistic social vision towards an ideology dictated by economic and selfish interests.     

Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide.     

浅谈素质教育下教师教育的发展

教育是一种培养人的活动,在学校对受教育者产生教育影响的众多因素中主要的是教师。素质教育对教师教育提出了更高的要求。首先,素质教育下的教师教育应以诚信教育为基本原则;其次,教师教育应具有创新教育的理念;最后,教师教育应崇尚自由教育的精神。     

The Integrated Centre for Teacher Education at the University of Aveiro,Portugal

This article explains what the Integrated Centre for Teacher Education at the University of Aveiro, Portugal, intends to be. Its origin is set in the context of the existing trends of teacher education in Portugal. The aims of the Centre and the characteristics of its programmes are described. Problems which have emerged during the planning phase are also mentioned.     

教育变革中的教师发展问题

在当前我国的基础教育变革中,教师发展应作为变革的基本目的而不仅仅是手段.教师发展需要理论滋养,但理论必须是在实践变革中生成的,被理论浸润的日常化教育实践应成为教师发展的基本路径.     

基于教师专业发展视域的教师职后教育

教师专业发展与教师职后教育是一种共生互补的辩证关系,两者处于促进－反馈的回路中。从教师专业发展的视角来看,我国教师职后教育在教育理念、保障机制、培训机构与师资、课程体系等方面还存在问题。要从理念层面、制度层面、课程层面加强教师职后教育的改革,以构建指向教师专业发展的职后教育新体系。     

The State,Curriculum and Teacher Education in Portugal: 1926‐1981

This article looks at the contribution that education in Portugal has made to national development, particularly during the period 1926‐1981, through teacher education. In order to carry out this task, the article traces the changing relationship between the state and the curricula of teacher education and also characterizes generally changes in the education system during the aforementioned period. Finally, additional attention is given to changes in the organizational characteristics of the teacher education process particularly during the decades of the 1970s and the 1980s.     

终身教育与教师发展

终身教育是现代社会的重要概念。作为教育者的教师不仅应该自己终身学习,而且应该成为全社会终身学习的典范。只有通过终身学习,才能不断充实和更新自己的知识结构,完善自身的素质,引导专业成长。     

教师教育改革与发展背景下的国家级教师教育基地建设问题探析

西方发达国家在教师教育发展上有新变化和新特征,专业化、动态化与开放化是教师教育发展的基本趋势,我国教师教育改革必须借鉴西方发达国家教师教育改革与发展的成功经验,结合我国实际,推进国家级教师教育教育基地建设。     

90后大学生荣辱观教育的路径探析

90后大学生群体是极具时代特点的一代,加强社会主义荣辱观教育尤为必要;90后大学生荣辱观教育应坚持“三个统一”即学思统一,知行统一,内外统一。     

师范教育发展的症结何在

经过多年的发展与探索,决策官员和一般群众都认识到,中国的发展必须依靠科学与教育,而教育的发展取决于师资队伍的素质;振兴中华民族,需要首先振兴中国师范教育。本文从历史和现实出发,指出我国师范教育的发展必须转化的四个症结:先天性体制缺憾;教师职业未专业化;课程设置乏师范性;教师缺失话语权。否则,中国师范教育的改革都只能是治表不治里。     

我国教师教育的发展与教育主体性

教育的发展离不开教育主体,在教师教育100多年的发展史中,教育主体性发生不断变迁:从最初的计划、单一、封闭的主体性僵化模式到灵活、多元、开放的主体性发展模式。新的时期,教师教育主体性的真正发挥仍存在一定的问题,只有充分发挥教师教育改革中的主体性,针对教育者、受教育者的特征来把握未来教师教育发展的方向,才能为我国教师教育的发展提供动力,为我国基础教育事业的发展培养优秀的师资。     

“90后”大学新生适应教育探析

＂90后＂大学新生在给大学校园带来新鲜血液的同时,也对高校教育工作者提出了新的课题和挑战。虽然＂90后＂大学新生具有善用网络、求知欲强、思维活跃、思想开放等特点,但入学后,容易在心理、生活、学习、人际交往等方面存在不适应的问题。作为高校教育工作者应坚持以人为本的教育理念,通过拓展心理健康教育模式、完善管理工作机制、丰富校园文化活动等措施,帮助其实现角色转化,增强其对大学学习生活的适应性。     

80年代以来美国师范教育改革的经验及启示

教师是教育改革的实现者，没有师资的质量就没有教育质量。80年代以来美国师范教育改革，实现教育“质”的飞跃，再次证明了振兴教育的希望在于重视和加强师范教育，在于造就高素质的教师队伍，对于我国师范教育的改革和发展具有深刻的借鉴意义。     

心理学视野中的教师专业化发展

教师专业化的发展经历了一个从非专业化到专业化,从群体专业化到个体专业化,从个体被动专业化到个体主动专业化的过程。从心理学的角度来看,教师专业化获得良好的发展需要教师具有良好的职业承诺、特定的知识结构和自主发展等心理基础,教师专业化发展的心理机制的实质在于教学反思,教师职业的有效性、独特性和不可替代性是衡量教师专业化发展水平的标准,行动研究是促进教师专业化发展的重要途径。     

高等教育大众化之后的教师专业发展

教师队伍专业化是教育发展的内在需求,也是社会发展对教育的要求。我国高等教育的发展是从较低水平上起步的,随着高等教育大众化的来临,对教师专业标准的要求也更高。本文从分析了大众化时期教师队伍面临的问题,教师队伍建设与教师专业化的现状,提出建立有利于教师专业发展的保障机制。