校本教师教育的多样性——国外校本教师教育举隅

文章从校本教师教育组成要素出发，简要地描述了4个国家或地区的校本教师教育计划的差异，概括了课程的总观点及其实践课程、学生完成课程的实质、校本教师教育与大学教师教育的角色及提供给校本教师教育者的专业发展，以期为我国的校本教师教育的设计与规划提供借鉴。     

Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

In this paper we present findings from a project that documented the development of preservice teachers’ beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers (n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.     

和而不同:教育史学与比较教育学辨析

教育史学科和比较教育学科是两个关系极为密切的学科。虽然两门学科在学科性质、研究目的、研究对象、研究内容、研究方法、研究时间维度上差异显著,但也存在着许多交叉之处。厘清教育史学科与比较教育学科的关系,探讨二者的联系和区别,对深入认识两个学科和加强基础理论研究具有重要意义。教育史学和比较教育学既应彼此借鉴研究方法,加强科际交流,同时又要创新研究范式,彰显学科特色。     

Philosophy of Science in the Science Teacher Education Curriculum

Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.     

Rubrics: Design and Use in Science Teacher Education

Journal of Science Teacher Education -     

Complexity Science and Cohorts in Teacher Education

In this paper we examine the nature of our self-study practices in an elementary teacher education cohort called CITE (Community and Inquiry in Teacher Education). We argue that self-study is not only important to our continued work in CITE but also a critical feature of professional practice in general. Two general questions frame our analysis: (1) What is significant about cohorts in teacher education? (2) How might complexity science inform our understanding of cohorts in particular and of teacher education programs in general? We argue in the paper that the use of a cohort-type structure in a teacher education program provided us with flexibility and potential for improvisation to address the perennial problems of program fragmentation. To better understand our own teaching and learning practices in this community setting, we sought an analytic framework that emphasized the importance of the learning potential of the collective as opposed to just the learning potential of the individual. We argue that complexity science, with its ecological emphasis on learning systems, is such an analytical framework. We generate six propositions about the role and value of cohorts in teacher education that arise from self-study of our own practice.     

师范生免费教育背景下体育教育专业课程构建的思考

本文采用文献资料法、调查法、逻辑分析法,以师范生免费教育为背景,以体育教育专业培养目标为导向,结合体育学科课程的特点以及学生未来工作环境的需要,从五个方面思考了体育教育专业课程构建的相关问题,目的在于在政府相关政策的指引下,做好体育师范生的课程建设工作,为进一步构建体育教育专业合理的课程方案提供理论依据.     

我国大学教师教育制度变迁的思考

我国的教师教育在经历了一个多世纪的沧桑巨变后,走到了今天的以本科教育为主体的多种层次的独特的教师教育体系,大致经历了移日、仿美、师苏和自我制度创新四个阶段。其中包括曾经占主流的中等师范学校培养小学教师的教师教育,中等师范在举办教师教育是在特定的历史条件下形成的,随着中小学教师量的需求满足之后,中师教育已悄悄地退出了历史舞台。大学化教师教育在今天的中国正方兴未艾,其发展如初升的太阳朝气蓬勃。虽然仍是以师范大学或师范专科学校为主,兼顾综合性大学培养教师的开放性教师教育还未完全完成,但可以预见当今大学化教师教…