试论教师教育的实践属性

实践是教师教育的重要属性,其作为过程、目的和存在表征教师教育的实践品性。基于专业实践作为致动因描绘教师教育的发生过程,为了专业实践作为目的因校检教师教育的合目的性与价值负载性,专业实践存在则通过由外至内自觉式返源显像教师教育专业实践的深层图式。从实践的概念命题着手对教师教育的实践属性命题表征进行论证,旨在标识一种从自在走向自为认知自觉,敞明和放远教师教育的专业实践意识,进而澄清教师教育的价值承诺并召唤其责任自抉。     

Emerging Praxis of Environmental and Sustainability Education in Teacher Education in Canada

This article contextualizes Neus Evans’ recommendations for moving Education for Sustainability in Teacher Education forward by introducing advances in this work in the context of Canadian faculties of education. By tracking the developments of a growing national network, and its contributions to research, practice and policy in this field, clear steps are being made to move from adaptation of the existing systems towards a wider transformation of education towards sustainability in Canada.     

教师培养意识和教学模式

本文认为,刘颂浩(2014)提出的"对外汉语教学和本专业硕士培养和实习工作有机地融合"的思路若能落实,将是研究生培养方式的重大改变,可以全面提高研究生的培养质量。由于研究生实践经验有限,参与教学工作时宜采取"逐渐进入"的方式。本文进一步指出,研究生在参与学院教学进行教学实习的过程中,应得到一定的专业指导,这一指导过程无论对指导教师还是对研究生都有好处。本文最后依据较新的实证研究成果指出,研究生培养不能简单采取"教学主管+无经验的学生教师"的二元体系,而应设计为"主管教师+有经验的学生教师+无经验的学生教师"的层级模式。     

Monitoring Enterprise Awareness in Initial Teacher Education Courses

Abstract

This paper, written in a questioning and speculative way, raises some of the issues concerned with introducing enterprise awareness into courses of initial teacher education. In particular it focuses on competency and recording student achievement. We propose a taxonomy of objectives for enterprise awareness which should be helpful to course designers engaged in constructing a profile of the enterprising student teacher. Reference is made briefly to functional stages in course design and to the interaction between knowledge and understanding, attitudes and skills.     

Educational Studies and Teacher Education

This article discusses the historical relationship between educational studies and British teacher education. Following a brief introduction it provides an overview of initial teacher training (ITT) developments since 1952, the launch date of the BJES, before tracing the rise of educational studies and its so-called 'foundation disciplines'. The fourth section discusses a range of criticisms levelled against the teach-ing of educational studies within ITT programmes. Examples of discon-tent voiced by student teachers, higher education personnel and the New Right are considered in the light of changing attitudes and policies towards British ITT. It is argued that the attack upon the theoretical aspects of educational studies has been more sustained - and has had more impact - in England than in other parts of the UK. The article draws conclusions in respect of education as an academic subject, the current state of the foundation disciplines, the place of educational studies within teacher education programmes and comparative dimensions.     

教师教育研究的定位和发展趋势

本文以美国为例,历数了历史上三种教师教育研究的范式:培训观、学习观和政策观指导下的教师教育研究范式,指出政策研究将是未来教师教育研究的主导范式,但不是唯一范式.     

Interdisciplinary and Introductory Studies in Teacher Education

This paper examines the development of the two first‐year core units in a teacher education course over the decade of the 1980s in one of Australia's largest teacher education institutions. The two units were interdisciplinary in nature, and involved around 1000 students per year, prompting a major structural and pedagogical reorganisation. The unit development used Basil Bernstein's analytical framework to trace the various aspects of that period of development: the construction, the constraints, the possibilities. Key questions are posed about the constraints, and possibilities for building on this expertise in future course development in teacher education are discussed. It is argued that there is a nexus between pedagogic and social structures and that much of the resistance to interdisciplinary programs comes as a result of resistance to alternative social and organisational structures.     

论《体育与健康》课程教师的课程意识

课程意识是课程实施者对课程系统的基本认识,是对课程设计与实施的基本反映,它主要包括主体意识、目标意识、生成意识、评价意识、资源开发意识五个方面。文章对这五方面进行了分析,提出只有体育教师变传统的学科意识为课程意识,才能真正实现体育教学改革的目的。     

Beyond Native and Nonnative: Translingual Dispositions for More Inclusive Teacher Identity in Language and Literacy Education

ABSTRACT

This article proposes translingual dispositions as a way to move beyond the NES/NNES dichotomy in understanding language teacher identity. Recent scholarship in TESOL and Applied Linguistics has problematized the NES/NNES binary from a poststructuralist perspective, highlighting how NES/NNES subjectivities are discursively and performatively (co-)constructed and negotiated. Despite the efforts to empower NNESs, the very binary reifies monolingual ideologies. This article argues that translingual dispositions can help move beyond the binary and complicate theorization of teachers’ identities and practice. To illustrate, we report an ethnographic case study of a “NES” teacher, Daphne, and examine how Daphne’s translingual dispositions shape her teaching and facilitate her students’ creative negotiation of monolingual norms in a writing course. We conclude by discussing future research directions and the implications for language teacher education in fostering translingual dispositions.     

Beyond Evolution: Addressing Broad Interactions Between Science and Religion in Science Teacher Education

Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science–religion interactions so that they may better assist pre- and in-service science teachers with addressing topics such as the age and origins of the universe and biological evolution in an appropriate manner. We first introduce some foundational scholarship into the historical interactions between science and religion as well as current efforts to maintain healthy dialogue between perspectives that are frequently characterized as innately in conflict with or mutually exclusive of one another. Given that biological evolution is the dominant science–religion issue of our day, in particular in the USA, we next summarize the origins and strategies of anti-evolution movements via the rise and persistence of Christian Fundamentalism. We then summarize survey and qualitative sociological research indicating disparities between academic scientists and the general public with regard to religious beliefs to help us further understand our students’ worldviews and the challenges they often face in campus-to-classroom transitions. We conclude the essay by providing resources and practical suggestions, including legal considerations, to assist science teacher educators with their curriculum and outreach.     

Using Electronic Mail in Initial Teacher Education to Develop European Awareness

ABSTRACT

The development of European awareness in teacher training is a particularly difficult task in one year Post Graduate Certificate in Education (PGCE) courses in the United Kingdom because of the short length of the course and the need to ensure that students are well prepared for handling the national curriculum. This paper describes how students on such a course at the University of Ulster in Northern Ireland were able to experience a European dimension through an electronic mail link with high school pupils in Norway. The scheme, which was offered on a pilot basis to students taking history as a major or a minor option, also.gave the group a focus for work on two of the cross‐curricular themes in the Northern Ireland common curriculum, namely Information Technology and Education for Mutual Understanding. The pilot suggests that the scheme has provided a valuable experience of real contact with Europe in a way that is cost effective and manageable within the time constraints imposed by an intensive one year teacher training programme.     

Literary Studies: A Preparation for Tertiary Education (and Life Beyond)

My argument is that a literary education should build on a primary level of responsivity towards literature, involving empathy and immersion in the world of the text. To engage with literary works from the past involves a play between familiarity and strangeness, and this play should be located as part of a reader’s response to texts, rather than expecting students to imbibe the ‘dead knowledge’ about literary periods and authors in which textbooks and literary guides traffic. Literary responsiveness involves sensitivity towards the specific character of the text, which means locating it in relation to other texts belonging to that genre without reducing it to being merely illustrative of a genre’s so-called characteristics. In all these respects, contemporary educational standards reflect questionable assumptions about the development of a capacity to respond to literary texts, especially the supposition that a ‘mature’ response to literature somehow involves moving beyond personal response to more analytical forms of engagement.     

Constructing a Profession: Awareness Activities for Teacher Educators

Standardized testing is a reality with which all educators must contend. Although the laws enforcing such assessments do so under the premise that students will thereby be assured an equal opportunity for academic success, they overlook a critical point—students are human beings with needs that reach beyond what is measured on a test. In this article, the author examines the impact of standardized testing on the educator's ability to adequately address these needs and questions whether the focus of education has turned to treating children as commodities rather than helping them to develop not only their intellect but also their emotional and social selves.     

职前教师教育运用叙事研究的国际经验

职前教师教育是我国高等教育的一个重要组成部分,创新职前教师教育,提高入职教师水平是高等教育改革的重要议题。本文介绍了教育叙事和叙事研究在国外的缘起以及在教师教育与发展中的运用,并从理论和实践层面探讨了将这一新的方法运用于我国职前教师教育的必要性和可行性。     

教师发展的最高境界:教师生命自觉

根据教师对教育意义的觉解程度,我们将教师发展分为三种境界:以教育为职业的匠师境界、以教育为专业的能师境界、以教育为事业的人师境界——生命自觉的发展境界。教师生命自觉有利于教师潜力的最大发挥,有利于教师主体性的发展。教师生命自觉要求教师有思考生命的自觉、尊重生命的自觉、成长生命的自觉。