Learning other people’s history: pre-service teachers’ developing African American historical knowledge

Drawing from the historical lens of cultural memory, I examined the development of three social studies pre-service teachers’ African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations of African American history and discussed the varied ways the subject was interpreted by the pre-service teachers. The findings indicated that the reading program influenced African American history knowledge both positively and negatively. The paper ends with recommendations for teacher educators interested in expanding the development of pre-service teachers’ knowledge of African American history.     

制定教师教育课程标准：意义与价值

教师教育课程标准对于规范教师教育课程、提升教师教育质量、促进教师专业发展都有十分重要的意义和价值。制定教师教育课程标准是一项十分重要的工程,必须从全局性、战略性的高度认识教师教育课程标准研制工作。     

Rooted in resistance: women teachers constructing counter‐pedagogies in post‐authoritarian Brazil

This study focuses upon the narratives of women educators (educadoras) who contributed to radical democratic school reforms in post‐authoritarian Brazil. We illustrate through three of the teachers’ narratives how their professional identities and actions were shaped partly by their experiences of resisting the military regime and by their participation in professional development opportunities that grew from liberatory social movements. Our analysis focuses on their efforts to construct counter‐pedagogies in their disciplines of history, mathematics, and physical education that resisted colonizing, authoritative practices and moved toward more liberatory, humanizing pedagogies. We consider how these counter‐pedagogies reflect both women’s ways of knowing that emphasize dialogue, collaboration, community, and the value of personal knowledge and relationships, as well as feminist principles of consciousness‐raising and social action. This analysis highlights possibilities and challenges of radical democratic reform in education by focusing on the work, experience, and identities of women educators engaged in the day‐to‐day efforts to bring about lasting change.     

Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know

In this article we offer a theoretical discussion of teachers' mathematics-for-teaching, using complexity science as a framework for interpretation. We illustrate the discussion with some teachers' interactions around mathematics that arose in the context of an in-service session. We use the events from that session to illustrate four intertwining aspects of teachers' mathematics-for-teaching. We label these aspects “mathematical objects,” “curriculum structures,” “classroom collectivity,” and “subjective understanding”. Drawing on complexity science, we argue that these phenomena are nested in one another and that they obey similar dynamics, albeit on very different time scales. We conjecture (1) that a particular fluency with these four aspects is important for mathematics teaching and (2) that these aspects might serve as appropriate emphases for courses in mathematics intended for teachers.     

教师教育类课程课堂教学目标的设计与表述——基于卓越教师培养的视角

卓越教师是指具有优秀专业素质和教学能力的教师。教师教育类课程肩负着培养教师教育素养和教学能力的重任,其课堂教学目标的设计要以"育人为本""实践取向""终身学习"为指导思想,要体现出整体性、层次性、适切性和可操作性;其课堂教学目标在表述取向上,要突显出行为目标、生成性目标和表现性目标的有机整合。规范化的表述,就其行为目标来说主要有四要素法和内外结合法;就其表现性目标来说,其表述不拘一格,常用体验性和过程性的行为动词来表达。教师教育类课程教师要立足《教师教育课程标准(试行)》,追求更高的目标要求,做好示范,起好引领作用,确保实效。     

教育类课程在我国教师教育中的设置研究

从我国教育类课程在本科教师教育课程体系中的比例和课程内部结构两大方面入手，用历史和比较的方法分析我国教育类课程的课程门数、时间量、课程比重、内容框架、排列顺序等课程设置问题，并对其成因进行深入的透析，进而提出面向新时代的应对改革思路与措施。     

历史教学论“模块化课程”设计探微

随着高等师范教育的发展和基础教育课程改革的推进,尝试构建历史教学论“模块化”的课程体系是高师历史专业的当务之急。通过阐述“模块化课程”的设计背景、设计理念和内容,根据高师历史学专业的培养目标,构建历史教学理论、历史教学技能和历史教育教学研究三个模块,形成灵活多样、具有开放性和独立性的历史教学论的课程结构。     

新课程全面实施下的高师教师教育改革

基础教育新课程改革已经从实验阶段走向全面实施阶段,高等师范院校也从"师范教育"向"教师教育"转型。高师院校在教师教育的转型过程中,应直面基础教育新课程改革全面实施的大背景,力求教师教育课程目标的现代化、课程结构的综合化、教学方式的示范化,并在课程体系上实现职前职后一体化。     

Discipline orientations of pre‐service teachers before and after student teaching

This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations.     

The sociocultural factors that influence a novice teacher’s LGBT activism

Despite growing support of lesbian, gay, bisexual, and transgender (LGBT) rights in the United States, the Southeastern region continues to pass legislation that discriminates against those who do not fit normative notions of sexuality and gender. This opposition affects LGBT students and the teachers who identify as LGBT activists. This study of two years of data is an analysis of one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices. An examination of the social, cultural, and political limitations she faced suggest that research advocating curricular changes and findings suggesting that teachers resist sexuality- and gender-based topics ignore the many sociocultural factors acting on educators in the Southeastern US as they strive to be LGBT activists.     

建构教学科学、教学技术、教学艺术三位一体教师教育新体系

2001年启动的基础教育新课程改革已进入全面实施阶段;2003年全国100多所非师范院校共同提出挑战教师教育的宣言;2007年教育部直属师范大学恢复实施师范生免费制度.日益紧迫的教师教育新需要,将讨论已久的教师教育专门化及高等师范教育面对基础教育等问题,推到了非系统解决不可的前台上来.教师教育专业化,除体现为人才培养目标、培养模式等的\"专门\"性外,关键是要具有不可替代的\"专门\"课程和教学.建构教学科学、教学技术、教学艺术三位一体的教师教育课程与教学体系,及以此为核心的\"三位一体教师教育新体系\",是打造教师教育专业性,占领教师教育制高点,适应基础教育改革需要的明智之举.作为连接教学科学和教学艺术中端的\"教学技术类课程\"的建设,是其中最大难点和突破点.