论美国PDS成效及其对我国教师教育的启示

产生于八十年代中期的美国教师专业发展学校(PDS),尽管其发展只有二十年的历史,却得到美国各界人士的普遍认可、全国性组织和结构的肯定与广泛支持.本文通过了解PDS的成效及其在美国教师教育体系中的地位,以期对我国的教育改革提供借鉴,更好地促进教师教育的发展.     

论美国PDS成效及其对我国教师教育的启示

产生于八十年代中期的美国教师专业发展学校(PDS),尽管其发展只有二十年的历史,却得到美国各界人士的普遍认可、全国性组织和结构的肯定与广泛支持。本文通过了解PDS的成效及其在美国教师教育体系中的地位,以期对我国的教育改革提供借鉴,更好地促进教师教育的发展。     

美国德克萨斯州三一大学PDS的理论背景及实施

PDS是当前美国最常见的一种教师教育培养形式。本文在界定PDS内涵的基础上,分析了美国德克萨斯州三一大学PDS提出的理论背景,并从“教师培养课程内容”、“教师培养课程实施”、“教师培养实习指导和管理”三个方面探讨了美国德克萨斯州三一大学PDS的实施情况,以从中得到借鉴和启示。     

美国德克萨斯州三一大学PDS的理论背景及实施

PDS是当前美国最常见的一种教师教育培养形式。本文在界定PDS内涵的基础上,分析了美国德克萨斯州三一大学PDS提出的理论背景,并从"教师培养课程内容"、"教师培养课程实施"、"教师培养实习指导和管理"三个方面探讨了美国德克萨斯州三一大学PDS的实施情况,以从中得到借鉴和启示。     

教师专业发展之策略

在世界教师专业化和专业发展的潮流下，我国教师迫切需要提高其专业自主性，参与教育研究，转换教师角色。为实现教师专业发展，教师应该树立教育研究意识，提高研究能力，改变过去自己只是教育理论的消费和教育科研的旁观的角色，积极做一名教育科研的参与、研究，并在自身专业发展中运用反思方法，提高专业水平。同时，重新认识学校在教师专业发展中的地位，通过校本培训和建立教师发展学校，将教师任教学校建设成教师专业发展的基地。     

美国PDS的教育实习及启示

在美国20世纪80年代中期的教师专业化运动中，霍姆斯小组在《明天的教师》(1986年)中第一次提出了建立PDS(Professional Development School，专业发展学校)以促进教师专业发展的主张，这一主张提出后便广泛得到了美国大学和中小学的支持，许多大学和中小学纷纷合作建立了PDS。PDS在美国得到迅速的发展，     

浅析基础教育课程改革中的教师

基础教育课程改革正在轰轰烈烈的进行着，教师在这场变革中充当着重要的角色，教师应当抓住这次机会实现自身的发展，教师的专业发展又将成为课程改革目标达成的重要条件。教师参与课程改革的积极性与主动性，对课程变革的“专业关切”、“效能感”，以及他们的整体素质，都将极大的影响课程实施的成效，     

美国PDS政策述评

美国在20世纪80年代以后逐步形成了“建立PDS（Professional Development Schools,专业发展学校）促进教师专业发展的政策”（简称PDS政策）。一些有影响的政策制定部门,例如霍姆期小组、美国教师教育鉴定委员会、全国教学和未来委员、美国教育部会等都就PDS的有关问题制定了相应政策。这些政策的颁布和实施,有效地促进了教师专业发展,促进了教师专业发展的一体化、终身化,促进了大学与中小学的联合,强化了中小学促进教师专业发展的功能,推动了积极探索实现教师专业发展途径的尝试。     

高师学生班级教育管理者角色意识的培养

教师教育的途径主要是两个方面，一是职前的培养，二是职后的培训。职前的培养如果能够帮助高师学生确立正确的班级教育管理的角色意识，促进学生素质的全面提高，将会使其在今后的教师工作生涯中发展得更为顺利。这对于其自身的发展，对于学校教育工作成效的提高都有着积极的意义。     

PDS与TDS:教师专业发展的有效途径

为了有效推进教师专业化发展,在美国和中国先后出现了以中小学为基地,大学与中小学合作建设,以促进教师专业发展为目的的PDS与TDS。PDS与TDS通过大中小学合作拓展中小学功能,及合作研究来促进教师专业发展。他们实施了在主体性参与中、在主体间理解中实现教师专业发展的措施,所以这种模式有效地促进了教师的专业发展。     

The influence of teacher education on mentor teachers’ role perception in professional development schools

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception.     

Recognizing and Supporting the Critical Roles of Teachers in Special Education Leadership

Most discussions about special education leadership address the work of principals and district administrators, without reference to the collective and distributed forms of leadership that have taken center stage in contemporary discussions about improving schools. To explore the contributions of and roles for teacher leadership in special education, selected teacher leadership literature in general education is reviewed, including the emergence of new teacher roles in schools, roots and meanings of teacher leadership, and possible benefits of teachers as leaders. Although no studies were found that specifically investigated the work of special education teacher leaders, illustrations of their work are provided as they lead through school-wide collaboration, participate as clinical faculty in Professional Development Schools (PDSs), serve as mentors to new colleagues, and work in district-wide professional development. After a review of several examples of teacher leadership in special education, barriers to teacher leadership and ways of supporting the work of teacher leaders are considered.     

关于专业发展学校研究的几个问题

当前教师/ 专业发展学校0研究中, 出现了几个有冲突的术语概念。深入的考察和清理表明, 术语/ 教学专业0或/ 教育专业0比/ 教师专业0更具合理性, / 教学专业化0包含了/ 教师专业化0; / 教师发展学校0则容易流于抽象而空洞的/ 教师发展0, 因而应该修正为/ 教师专业发展学校0,以回归/ 专业发展学校0并促进真正而具体化的/ 教师专业发展0; / 专业发展学校0的价值取向不是/ 教师为本0, 而是/ 学习需要定向0; 深化/ 专业发展学校0研究的思维方式, 需要超越/ 封闭割裂0而走向/ 开放整合0。     

Professional development schools and special education: A promising partnership?

Abstract

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.     

Life inside a professional development school: What experienced teachers learn

Abstract

Most professional development schools emphasize the benefits to preservice teacher preparation but rarely focus on the professional development opportunities for the practicing, experienced teachers at the site (Clark, 1999). Professional development schools are not only changing the way preservice teachers are prepared, but are drastically changing the roles of the experienced teachers who participate in the process. By telling their stories of involvement in a growing and changing professional development school, experienced teachers can reflect on their experiences and learn new and different lessons from them each time.

Recorded stories of participants in professional development schools can be used to help teachers gain renewed insights into their potential as leaders in school reform. Storytelling, as a strategy for connecting theory to practice in real school settings, allows and encourages teachers to be active participants in creating progress. It acts as a catalyst for generating and clarifying personal and common visions.     

Printing in the public schools

An important hallmark of American teacher education has been its integral role in 4-year or comprehensive colleges and universities for the past 100 years. In more than 1,100 colleges in the United States, teacher education is offered as one of many baccalaureate or graduate-level programs. The preparation of elementary and secondary and special and vocational teachers is offered as an integral part of comprehensive or university-based programs. Today that situation is threatened by a number of factors that are separating teacher education from its traditional place in American higher education. These factors include (a) the inability of campus-based teacher education programs to keep pace with the accelerating demands and expectations of policymakers, (b) alternative preparation programs that are proliferating and gaining credibility, (c) resource constraints that are pervasive and real, (d) teacher shortage conditions that demand a response, (e) new forms of professional development that invite separation from university Inservice Education of Teachers (INSET) courses, (f) widespread development of professional development schools (PDSs), and (g) a commitment to assess teacher candidates separate from and outside the university. Without responses to these factors, Ed Schools are likely to see this separation accelerate and could experience the relocation of teacher education off the campus and to a variety of other providers. Preserving the unique role that teacher education plays as an essential part of American higher education is a major challenge. The factors just cited are reinforced by a host of public policy and academic initiatives that are causing teacher education to be dispersed and deinstitutionalized and "reembedded in other sites and spaces" (Hargreaves, 1995, p. 7). Reinforcing this relocation are the efforts of college faculty and Ed School "reformers" who are creating 100% field-based programs or recentering teacher education in PDSs. Those new field- or school-based entities enforce the idea of embedding teacher education in entities away from and often separate from universities. A hostile fiscal and policy environment adds to the potential for relocation and poses significant consequences for Ed School faculty in the United States.     

Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives

Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal–teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal–teacher interactions in developing teacher leadership were identified: ‘inspirational’, ‘empowering’ and ‘allowing’. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed.     

Preservice Special Education Teachers' Reflections on Their Developing Professional Awareness Via In-Context Learning

The highly complex demands of the profession often overwhelm new teachers. Burnout and attrition are known consequences of inadequate preparation, burdening the education system with costly turnover and schools with disproportionate numbers of inexperienced teachers, including special educators. Many teacher preparation programs embed field experiences as a formative aspect of professional development with the intention of exposing candidates to the realities and demands of the profession. Little is known, however, about the ways in which preservice teachers’ professional awareness develops via in-context learning through field-based experiences. Using an exploratory, qualitative approach we analyzed end of course reflections of 31 special education preservice teachers for insights into the development of their professional awareness (professional roles and responsibilities) following a strategically aligned field experience. Findings suggest that participants expressed a growing understanding of professional practices, teacher dispositions, and professional relationships. A discussion of the findings and implications for teacher preparation are presented.     

We Really Do Mean It: Implementing Language Arts Standard #3 with Opinionnaires

For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting teachers in leadership roles, presents a model, and recommends ways for administrators and teacher educators to shape teacher leaders.     

Teacher Educators: hidden professionals?

The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold.