Reflections on Teacher Education in Turkey

The purpose of this paper is to discuss the problems of teacher education in Turkey and also to elaborate on the issues in the teacher education debate that we think are problematic. Our main focus will be on western influence and its consequences in building a relevant teacher education programme in Turkey. The irrelevancy between teacher education programmes and the realities of Turkish schools and the demand for a relevant theoretical base for teacher education were linked to western influence on the knowledge base and research traditions. The arguments in this paper were based on available literature and the authors' personal experiences in teacher education institutions. A background to and historical information on teacher education in Turkey are also included.     

塑造教师专业形象——对教师教育改革的几点思考

新一轮课程改革对教师专业形象提出了更高要求,教师教育机构应当主动顺应变革要求,改革现有教师教育的专业内容与模式。教师教育应加强学生的专业精神培养,为学生提供综合性、发展性、操作性课程,建立“3+1+1”开放式的教师培养模式。     

关于教师教育技术能力培训的几点思考

随着信息技术的发展,人们的学习、工作方式也在不断地变化、发展。新的教育技术的出现,对教师提出更高的要求。英国开放式大学的校长马丁·比恩曾经说过,在信息时代里装作看不见的人,注定失败。如何提升教师教育技术能力的发展,本文就这个问题进行了一些探索。     

对我国高师教师教育改革的思考

面对教师教育新形势,高师院校都在积极筹划改革。本文针对改革中倡导的"4+X"人才培养模式,以及成立教师教育学院等热点问题进行了分析,并根据基础教育发展的要求和教师专业发展规律,对我国高师院校教师教育模式提出了一些想法。     

Innovations in Early Childhood Teacher Education: Reflections on Practice

The purpose of this article is to reflect on the instruction in a teacher education science content course that applied the theories that underlie cognitive constructivism. The methods used aimed to develop positive dispositions toward teaching practices that encourage exploration, collaboration, and individual student responsibility. Nurturing a love of science and an excitement towards learning through discovery were also goals. The theories spanned intersubjectivity and scaffolding from Vygotsky, individual responsibility for learning, and assimilation and accommodation of ideas to allow for individual construction of knowledge from Piaget. Project work, suggested by Katz and Chard, was also included, as were application of the experiential social construction of knowledge theories of Dewey and multiple intelligences from Gardner. Modeling the application of the theories behind cognitive constructivism fostered students’understanding of their appropriate use in elementary classrooms.     

关于教师教育课程实践转向的反思

教师教育课程实践转向表征了教师知识对于教育教学实践逻辑的积极回应,需要从知识观层面对其作出理性审视。教师教育课程转入实践、转向个体、转为能力割裂了理论性知识与实践性知识的内在联系,缺乏对知识公共性的观照,忽视了知识生成与价值辩护,具有局限性。基于实践性知识的视域,教师教育课程的实践转向要求其课程建设注重理解性、对话性和生成性,在课程建设中,重视效果历史意识、注重问题整合知识、提供实验教学的课程实施和课程开发方法的整体转变是可能的策略。     

普通高等师范院校微格教学的现状及建议

微格教学是国内外许多高等师范院校开设的一门重要的实践性课程,它是训练师范生课堂教学技能的一种重要途径.目前,国内普通高等院校微格教学的实施存在许多实际问题.教学管理部门和微格教学教师要充分认识微格教学的优点,加大实践教学改革,要求学生积极开展教学技能实践,提高师范学生的教学技能.     

对美国选择性教师教育的反思和前瞻

选择性教师教育是美国非传统教师教育方式的统称。它自20世纪80年代产生以来，以鲜明的特点弥补了美国传统教师教育的不足，为美国缓解教师数量的短缺和满足教师队伍多样化的需求做出了一定贡献。但是，它也面临一系列问题，突出表现在：计划的开发和实施仍局限在教师急需领域，培养的质量也不容乐观，中小学对教师候选人的实践支持并不到位，留任安置也不尽合理，并且整个培养模式对美国正在倡导的教师专业化理念构成挑战。它今后的发展状况，从根本上说，取决于是否能够有效解决目前所面临的问题。     

教师认知研究回溯与思考:对教师教育之意涵

教师认知研究在过去二十多年中是国际上教师教育研究的一个重要领域。随着理论视角与范式的变化,其研究的内容在不断演变扩展:从教师的临床信息加工,到教师的知识与信念、教师反省思维与专业发展,再到教师的建构性学习;研究方法也从实验操控和定量分析发展为包括人种志调查、叙事探究在内的各种手段。这些变化对推动我国教师教育研究与发展具有重要意义。     

Reflections on an Emerging Field: Researching Mathematics Teacher Education

This paper reports a survey of research in mathematics teacher education from 1999 to 2003 done by an international team of five mathematics educators and researchers. The survey included published research in international mathematics education journals, international handbooks of mathematics education and international mathematics education conference proceedings. Some regional sources from various parts of the world were also included. We investigated who was writing, from and in what settings, with what theoretical frameworks, and with what sorts of study designs for what core questions. We also examined the range of findings and conclusions produced in these studies. Our analysis presented here focuses on four themes that stood out from our initial investigation of almost 300 published papers, and systematically elaborated through a focused study of a 160 papers across key journals and conference proceedings in the field. From this vantage point, the paper offers a reflection on the current state of the field of mathematics teacher education research. Our aim is to stimulate discussion that can support the development of the field, not make final pronouncements about its nature. The research presented in this paper was done by five mathematics education researchers, the authors listed above, and presented at ICME10 in Copenhagen in July 2004. This Survey Team (Survey Team 3) was nominated by the International Program Committee for the Congress and asked to survey “Professional Development of Mathematics Teachers” and present this in a plenary at the Congress. A copy of the presentation can be viewed at: http://www.wits.ac.za/jadler/presentations.html. An earlier version of this paper will also appear in the ICME10 proceedings.     

Reflections on Trends in Teacher Education in Europe Using the Scenario Perspective

In the preceding papers the scenario model of ATEE-RDC19 is used as a reflecting instrument on trends and development in teacher education in different European countries. In this short contribution, a reflection on those papers is made to see whether common trends arise. In this rough picture, it is possible to see that in all analysed countries there is a tendency towards a more pragmatic and individualistic approach in society, influencing teacher education. But these two trends (toward pragmatism and towards idealism) are not in all case studies strongly connected. However, bearing in mind some critical comments on the scenario model, strong and definitive conclusions are to be avoided.     

教师反思的沉思

教师反思的提出与倡导,是基于对教师与学生生命尊重的教育学要求,它并不具有"超越"自身的品质,而是有限的,具有自身的基本规范性。教师反思不仅历来被我国当作教师的一种不可或缺的素养而加以提倡,而且也受到国外教育的重视。在当代,把反思作为教师一种专业素养不仅是对教师的基本要求,也是教育的应有之义。     

新疆中小学教师培训工作的思考

文章从新疆中小学教师培训中存在的问题出发,寻找影响教师培训的实效性因素,提出加强新疆中小学教师培训的思路和措施.     

关于学前英语教育师资培养模式的思考

我国学前英语教育的社会需求在不断增强,规模在不断扩大,学前英语教育已经成为新时期学前教育中不可回避的重大课题。目前关于学前英语教育的研究比较滞后,学前英语教育缺乏科学合理的指导标准,也未研究和制订有关学前英语教学的政策与法规,特别是学前英语教师的数量和整体质量与素质不令人乐观。本文着重分析和探讨学前英语教师应该具备的基本素质和学前英语教师培养的模式等,旨在促进学前英语教育,提高学前英语教学质量,推动学前英语师资队伍的建设工作。     

对教师教育课程设置一体化的思考及建议

教师教育课程设置一体化应处理好学术性与师范性、学科性与教育性、职前培养与职后培训等诸因素之间的关系,在此基础上构建职前培养、入职教育和职后培训相互贯通的一体化的课程体系。     

建立我国教师教育认可与质量评估制度的思考

随着我国教师专业化发展的需要以及我国教师教育体系的逐步开放,为了保证教师教育的质量,我国应建立相应的保障机制。本文主要讨论了建立我国教师教育认可与质量评估制度的动因以及建立相应的教师教育质量保障体系的制度设想。     

对综合性大学教师教育改革与发展的思考

综合性大学举办教师教育是世界各国教师教育改革和发展的基本走向,也是中国师范教育从传统走向现代的新趋势.综合大学教师教育的改革与发展必须坚持科学发展观,正确处理改革发展中的各种关系;必须树立和谐发展理念,全面推进教师教育创新;必须深化教师教育改革,不断提高教师教育专业化水平.应该强调的是,教师教育的转型和变革绝不仅仅在于形式或名称上的改变,其实质应该着眼于整个教师教育质量和水平的提高,着眼于实现教师专业发展,着眼于更好地为社会培养高层次的专门人才,并最终实现"让每个教室都拥有最优秀的教师"的教育理想.