应用型本科高校师资培养模式构建与思考——以黄山学院师资队伍培养为例

办学定位于应用型的新建本科院校,其师资培养模式是提高高等教育质量、培养高素质应用性人才的关键。文章阐述了应用型教师素质养成的必要性,并以黄山学院为例,提出应用型师资应该具备的教师基本素质以及"知能"结构和"双能"素质,通过搭建"教师发展中心"平台,实施"专、综"工程结合,实践"双提、双导、双评"模式等,着力培养应用型青年师资和促进应用型师资建设,取得了一定的成效,其培养模式在一定程度上可为应用型高校师资培养提供借鉴。     

Knocking on the door to the teaching profession? Modeling the entry of prospective teachers into the workforce

We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. We estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. Not surprisingly, we find that interns endorsed to teach in “difficult-to-staff” areas are more likely to find employment as public school teachers than interns endorsed in other areas. Younger interns, white interns, and interns who completed their student teaching in suburban schools are also more likely to find a teaching job, all else equal. Prospective teachers who do their internships at schools that have more teacher turnover are more likely to find employment, often at those schools. On the other hand, few of the characteristics of an intern's cooperating teacher are predictive of workforce entry. Finally, interns with higher credential exam scores are more likely to be hired by the school where they did their student teaching.     

教师培养制度的变革:从师范教育到教师教育

我国高等师范教育正处于从数量满足型向质量提高型转变的重要变革时期,灵活开放的教师教育培养体系适应了知识经济社会对高素质教师的需求,师范教育向教师教育的转型是历史的必然。建立“开放型”、“综合类”、“高层次”、“专业化”的教师教育体制对提高基础教育质量具有十分重要的作用。     

University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers’ competencies for virtual environments in higher education.     

试论多媒体辅助教学存在的不足

多媒体辅助教学的应用改变了传统的课堂教学模式,使教学朝着多元化和个性化的方向发展,但从实践经验来看,也存在一些不足之处。教育工作者应该充分认识到多媒体辅助教学在实际应用中所存在的负面影响,才能正确、辨证地运用多媒体,使多媒体技术更好地为教学服务。     

关于集成性-回应式教师培训的构建

集成性—回应式教师培训是基于教师教育实践中的问题,以教师发展为导向,培训者集实践引领、理论渗透、资源支持之成,利用一切优质资源,自订培训方针,进行自我评估,全程对培训工作实施结构化梳理的量身定做的培训模式。灵活应用不同的回应类型、遵循和贯彻集成性—回应式教师培训的原则实施教师的培训工作,将有效提高教师培训工作的质量,促进教师培训工作的持续发展。     

国外教师培养对国内师资培养的启示

国外的师资培养主要有两大类型：封闭型和开放型。由于其自的优缺点，这两种类型在一些国家出现了融合的趋势，借鉴国外，针对我国师资培养的现状，提出封闭型和开放型相结合，学术性和师范性相结合，扩大教师进修型学校职能的改革建议。     

Using teachers' prior knowledge,attitudes and beliefs to develop in-service teacher education courses for inclusion

This paper examines one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion. The paper considers some of the findings of a survey about issues relating to inclusion. The findings suggest that teachers' conceptualizations of inclusion are problematic. According to the findings, teachers tend to think on the basis of a medical and charity model and they favour special schooling for specific groups of children. The discussion considers how a training course for inclusion can be academically robust and professionally useful, while at the same time taking into consideration teachers' prior knowledge and expectations.     

教师招考对高校教师教育的影响及其革新

新时期,我国许多地方实施“教师招考”制度,这就给高校教师教育职前培养带来了极大的挑战和机遇。因此,高校教师教育职前培养亟须与教师招考对接,在教学内容、教学方法、教学方式等方面进行积极有效的改革,以使师范生顺利通过“招考”关。同时,随着我国新课程改革的深入发展,教师招考也亟待完善与革新。     

基于网络平台的教师培训模式探索

教师培训影响教师专业成长,相对于传统的培训模式远程培训具有明显的优势,通过对传统培训模式和远程培训模式进行比较分析,研究了基于网络平台的教师培训模式的优势,并在改善培训内容、培训形式、培训评价等方面提出了建议,以完善该培训模式。     

中国4省市阅读教学模式探究:基于PISA2018测评的潜在剖面分析

教师的课堂教学行为对学生学习有着重要作用。基于课堂教学的三维理论模型,采用中国4省市PISA2018测试数据,使用潜在剖面分析,探索中国4省市阅读教学的典型模式,并就不同模式对学生学习的影响开展研究。结果发现:1)学生感知到的教师教学模式主要有综合发展型、普通支持型和纪律导向型;2)感知到综合发展型教学模式的学生在学科知识与理解、动机、情感与注意力和学习时间维度上均表现最佳,纪律导向型教学模式的学生在各指标上表现较弱;3)不同家庭社会经济地位和不同学校类型的学生对不同教学模式的感知存在显著差异,家庭社会经济地位中等及以下的学生、城镇和农村学校的学生更容易感知到纪律导向型教学模式,更难感知到综合发展型教学模式,男女生对不同教学模式的感知不存在显著差异。在此基础上,提出要为教师采用综合发展型教学模式创造条件、教师要强化元认知教学并关注课堂教学的群体差异与区域差异等建议。     

Should universities train teachers for employability or for effectiveness?

In principle, the learning sought by universities is universal; that sought by employers of their graduates is contextual. This study illustrates this contradiction in Chile. The three participating universities differ in the socio-economic level of those admitted to teacher training. Teachers for schools in lower-income areas hired from less selective universities are seen by employers as having more skills in classroom management. Schools that enroll middle and upper-income students, on the other hand, hire teachers strong in academic knowledge from the most selective university. This reliance on employability as an indicator of quality of training sharpens social and economic inequalities.     

在职教师继续教育远程培训问题及对策研究——以天津市农村幼儿园教师远程培训实践为例

本研究依托天津广播电视大学承担的"天津市农村幼儿园教师全员培训"项目,通过对在职教师远程培训现状进行网络调研分析,针对突出问题提出改进对策,探索可复制、推广的应用模式,构建起完善的在职教师远程培训机制。