问题本位学习在国外职前教师教育中的应用——基于三个实例的分析

在职前教师教育中,传统的"传递取向"的教学存在不少弊端.近些年来,国外职前教师教育机构对于问题本位学习的价值有了更为全面的认识,也更积极地将问题本位学习应用于教学.德国柏林自由大学的巴斯、美国北伊利诺伊大学的舒莫、新加坡国家教育研究所的蔡美玲等都在职前教师教育项目中应用了问题本位学习,通过对这三个应用实例的分析,能够概...     

职前教师教育中的“用电影教”——意义、主题与过程的分析

职前教师教育项目所进行的教学改革,多是针对传统的“传递取向教学法”的不足而设计的,“用电影教”即为改革举措之一。“用电影教”能使教学适应职前教师的认知特点,促进教育理论与实践的联结,为职前教师的思考和讨论提供“催化剂”,并发展其技术品性。在职前教师教育中,“用电影教”可用于教授诸多学习主题,在教学过程上具有一定的灵活性,但也遵循一些共性的要求。对职前教师教育中的“用电影教”进行研究,能够为职前教师教育的教学法改革提供参考。     

职前教师教育运用叙事研究的国际经验

职前教师教育是我国高等教育的一个重要组成部分,创新职前教师教育,提高入职教师水平是高等教育改革的重要议题。本文介绍了教育叙事和叙事研究在国外的缘起以及在教师教育与发展中的运用,并从理论和实践层面探讨了将这一新的方法运用于我国职前教师教育的必要性和可行性。     

Negotiating spaces: the in-betweeness of becoming a teacher

Pre-service teachers move through multiple learning communities during teacher education programs, arguably emerging as authentic insiders in teaching culture. In this case study, a critical perspective is offered by Ann, a First Nations learner who described her experience of teacher education, and how she came to question different aspects of her university program and practicum assignment which challenged her understandings of self. The experiences of pre-service teachers like Ann are often hidden from view, and what they perceive as shortcomings in programming are often unseen within institutional contexts. Ann articulated numerous gaps that still reside within teacher culture despite structures that are in place to address such gaps. The situated knowledge of pre-service teachers can offer alternative perspectives to guide the future of teacher education by drawing attention to shifts underway among students that will change the nature of professional practice.     

‘Yes,but if we have students think all day when will we get anything done?’: two conceptual resources to engage students in democratically dangerous teaching

While the politics of curriculum reform occupy adults, high stakes get played out in crowded classrooms. As a component of democratic inquiry, how might teachers engage students in a study of those agendas shaping their education? What sorts of conceptual resources could help? To begin to answer these questions, I briefly review scholars who address the emergence in several countries of what Kliebard names as a ‘social efficiency’ agenda in education. I then examine two strong examples of literature in ‘authentic’ practices as a curriculum conversation contesting this agenda. While supportive of the intent of scholars concerned with authentic practices, I assert that they insufficiently address ways in which students might engage with issues shaping their experience of formal education and offer two conceptual resources with which to do so.     

Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers

Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of African American teachers decrease (Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco: Josey-Bass [2001]). Furthermore, African American collegiates who decide to enter teaching may face a chilly climate as a result of their cultural and educational experiences as they encounter devaluation in the classroom (Delpit, Other Peoples Children: Cultural Conflict in the Class room. New York: The New Press [1995]). As a result, African American pre-service teachers may question the validity of the formal curriculum presented in college as it conflicts with their perceptions of school, thereby, leaving teacher-educators largely responsible for the quality of life and subsequent devotion to profession of these students. Critical autoethnography, using fieldnotes/research journaling, and student memoirs all through a theoretical backdrop of critical race feminism provide a glimpse into the teaching and learning experiences and dilemmas of one African American female teacher educator utilizing what I call personally engaged pedagogy as a means of enhancing the quality of the learning experiences of her African American pre-service teachers.     

教师教育实验与实训教学示范中心建设的研究与实践

实验与实训教学是高师培养师范生实践能力的重要途径,而实验与实训室是实验与实训教学的载体和组织形式,对其进行科学建设和管理意义重大。在分析教师教育实验与实训室建设现状和存在问题的基础上,结合南京晓庄学院\"教师教育实验与实训教学示范中心\"的建设,对如何更好地构建教师教育实验与实训中心进行了探讨。     

Pre-service teachers and visual arts education. A study based on artistic creation as a way of interrogating reality / Los futuros docentes y la enseñanza de las artes visuales. Un estudio basado en la creación artística como forma de interrogar la realidad

: This study explores pre-service teachers’ knowledge of visual arts education and their ability to undertake creative processes. It is a study conducted with 88 primary school student teachers from a university in southern Spain. The participants were required to produce an artistic piece in which they were asked to reflect their thoughts on visual art education. The resulting pieces served as a tool for inquiry which enabled us to evaluate their theoretical and practical knowledge after performing an analysis of their form and content. After analysing the data, we concluded that future teachers are aware that arts education develops many types of skills, although they are only partially able to carry out a satisfactory artistic creation process. Therefore, it is essential to reinforce the training of pre-service teachers in the domain of artistic processes. Questioning pre-service teachers directly, and doing so through artistic creation, has allowed us to ascertain their level of knowledge of the visual arts.     

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching.     

Taking a ‘reality’ check: Expanding pre-service teachers' views on pedagogy and diversity

The outcomes of a two-pronged ‘real-world’ learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin's conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such ‘real-world’ experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners.     

教育技术专业实施艺术与教育信息技术整合研究

现代教育技术是教育、技术．艺术三大领域有机的统一体。艺术在教育技术中起着非常重要的作用。艺术与教育信息技术整合必将带来教学内容、教学过程、教学资源、教学评价以及学习方式的进一步完善,艺术与教育信息技术整合将为教育技术带来强大生命力。