新西兰学前数学教育发展现状及特点研究

数学作为幼儿学习的重要内容之一,已成为众多国家早期教育的优先发展课程。学前数学教育的教学质量、培养方式、实施理念等成为各国学前教育领域关注和思考的重点问题。新西兰学前数学教育以其独有的文化背景为支撑,通过多样化的培养方式以及不断更新的学前数学课程理念,使学前儿童的逻辑思维能力与理解能力等方面得到了良好的发展。综合研究新西兰学校机构及家庭学前数学教育,剖析其发展特点与改革动态,有利于为我国学前数学教育的发展提供借鉴。     

Examining Features of Teacher Education in Norway

Drawing upon recent research in the United States, this paper proposes that there are three key features undergirding powerful teacher education programs. The research suggests that in order to be powerful and effective, teacher education programs need to have a vision, be coherent, and provide opportunities to learn that are grounded in teaching practice. The author uses these features as a lens to examine programs in Norway – a country in which teacher education has been relatively under-examined. The analysis reveals several challenges for the Norwegian teacher education programs examined, such as a lack of shared vision among faculty responsible for teaching subject content and those teaching pedagogy, as well as few opportunities for student teachers to learn in the context of practice. Implications for strengthening programs are discussed.     

Teacher education graduates’ entrance into the teaching profession: Development and test of a model

This study aims to advance insight into the relationship between teacher education and graduates’ intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e., programs for class teachers-to-be) and teacher training for secondary education (i.e., programs for subject teachers-to-be). A hypothetical model of graduates’ entrance into the teaching profession comprising empirically grounded variables was developed. Besides teacher education related variables, other factors (e.g., motivation and labour market) were included. Data for this study were collected based on a sample of 301 teacher education graduates. Logistic regression analysis shows that intention to enter teaching is a valid predictor of actual entrance. Path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. For graduates from teacher training for pre-school and primary education, the path model accounts for 33% of the variance in intention to enter teaching. For teacher training for secondary education the explained amount of variance is 44%. Results are largely consistent across the two types of teacher training showing a small, although statistically significant, contribution of teacher education above other antecedents of graduates’ intention to enter teaching.     

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.     

美国《中学数学教与学》教材的特点及其对中国数学教师教育的启示

美国《中学数学教与学》是初中年级数学教师教育"数学教学法"课程的教材,其特点表现为:单元主题以数学教学理论为线索呈现,单元内容以具体数学知识为载体展开并且以参与式活动的形式组织教学活动.该教材对我国的数学教师教育有如下启示:数学教师教育课程应以数学知识为载体学习数学教育理论;数学教师教育教材应突出教学方式的示范性,体现做中学,在数学教学活动中学习数学教学方法;数学教师教育应注重教师学科专业素质的提升.     

我国学前教育不公平现状及解决对策

学前教育是我国基础教育的有机组成部分,学前教育的公平对我国教育公平有着重要意义。然而目前我国的学前教育存在着入园机会、教育资源配置、师资力量不均等现象,教育质量存在明显差异。要实现学前教育公平发展应该加大政府财政对学前教育的支持力度,建设好幼儿教师队伍,并且积极关注弱势群体的幼儿教育问题。     

青岛市鼓励和扶持社会投资学前教育问题的研究

学龄前儿童"入园难、入园贵"一直备受全社会诟病,青岛市也不可避免面临此类问题。扶持和鼓励社会投资学前教育是政府投入的有益补充。目前青岛市学前教育社会投入存在诸多问题:政府作为学前教育的投资主体投入不足;学前教育收费存在很大的随意性;学前教育收费监管不到位;学前教育的管理手段滞后。应当通过制定学前教育投入政策,扶持和鼓励社会学前教育投资,其中政府主导是扶持和鼓励社会投资学前教育体制创新的关键。     

对幼儿园男教师作用的初步研究

在学前教育领域，教师性别倾斜仍然是一个不争的事实。对教师性别比例不平衡的关注导致出现了许多关于在学前教育领域需加大男教师比例的呼吁。但是，有关学前教育领域男教师比例高低的影响的论述一直受实证证据少的限制。采用观察法、访谈法和实物研究等多种方法的对照，有助于获得对这一问题的新资料与新思考。     

Supporting children and families: lessons from Sure Start for evidence-based practice in health,social care and education

According to the relevance of teacher attitudes in the teaching process as well as to the great number of discussions among experts of pre-school education, it was interesting to examine the students of pre-school teaching about their attitudes toward the use of computer among pre-school children. The sample consisted of N = 40 students from regular study and N = 37 students of irregular study of Pre-school education from Faculty of Teacher Education in Rijeka. Their attitudes have been investigated using an 18-item questionnaire created for the purposes of this study only. Overall, it was determined that future pre-school teachers have no clear and decisive general attitude toward the use of computer among pre-school children. In addition, they have shown from neutral to more positive attitudes according to all other items but with certain conditions. The discussion resulted with the recommendations for pre-school teacher’s education.     

从公费师范生到补习讲师:男性学前教师的职业选择与身份认同——基于新自由主义视角的个案剖析

以福柯新自由主义治理术为理论视角,采取质性研究取向的个案研究方法,本研究通过对一名违约进入补习行业的男性学前教育公费师范生进行半结构式访谈,并借助文件资料分析,探讨公费师范生选择成为补习讲师的原因、过程及其身份认同,结果发现在结构性限制条件下,对于违约的学前教育公费师范生而言,进入补习机构既是次优选择也是更优选择;公费师范生系统的学前教育学习经历使其产生了补习讲师也是教师的身份认同,不存在补习讲师身份和主流学校教师身份之间的对立冲突。政府应加强监管,补习行业应加强自律,并通过与师范院校合作,以订单式培养、在职培训等方式提高补习机构的师资水准,以引导补习机构更好地发挥其吸纳就业的积极社会作用,在为公费师范生提供更多的职业选择机会的同时,助力其对自身教师身份的认同。     

中职学前教育专业生物教学改革探究——以《自然科学基础知识》生物教学部分为例

当前中职学前教育专业培养目标普遍存在“重艺术技能,轻专业岗位能力”的现象,生物等一些自然学科被视为副科。本文通过调查研究,分析了学前专业学生的生源状况及生物教学存在的不足及产生的原因,并运用生物学教学论的理论,结合培养幼儿教师素质的全面性和发展的可持续性的教育理念提出了改革策略。     

Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide.     

我国本科层次教师教育课程设置研究

本文采用内容分析法,通过方便抽样选取30所院校的本科层次的教师教育专业人才培养方案共192份,通过分析培养方案中的课程设置,了解我国教师教育课程设置的现状以及存在的问题。本文提出以下改进建议:适当减少学科专业课程,增加教育研究方法类课程,增加与基础教育和教学实践直接相关的课程,增加"自然科学"、"人文社会科学"选修公共课程,适当延长实习时间,将课程学习与实习交织起来,尝试将实习与毕业设计整合在一起,关注课程之间的整合性与关联性,确定培养教师的教学方法,课程设置中要体现出积极的教学观、学习观和教师观。     

Trajectories in teacher education: Recognising prior learning in practice

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.     

An elusive policy imperative: data and methodological challenges when using growth in student achievement to evaluate teacher education programs’ ‘Value-Added’

In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates’ students’ learning and achievement as compared to other teacher education programs. Correlational and group comparisons revealed little to no relationship between value-added scores and teacher education program regardless of subject area or position on the value-added scale. These findings are discussed within the context of several very important data and methodological challenges researchers also made transparent, as also likely common across many efforts to evaluate teacher education programs using value-added approaches. Such transparency and clarity might assist in the creation of more informed value-added practices (and more informed educational policies) surrounding teacher education accountability.     

Power,prestige and pedagogic identity: a tale of two programs recontextualizing teacher standards

Worldwide there has been a range of initiatives in the area of standards for teachers as part of a discourse of professionalism. In Australia there are a plethora of standards: state and territory frameworks, generic and subject‐specific, systemic and cross‐systemic, for pre‐service, beginning and experienced teachers. Little has been written as to how teacher education programs are responding to the standards agenda. This paper positions standards as integral to the recontextualizing field (Bernstein, 2000 Bernstein B 2000 Pedagogy, symbolic control and identity: theory, research, critique (Lanham, Rowman & Littlefield)  [Google Scholar]) for teacher educators and their programs. Using Bernsteinian concepts of fields, identities and framing, we compare the responses of two physical education teacher education programs to their state's standards imperatives. The authors conclude that the academic orientation of the university, together with the framing of the standards, affect the degree of programmatic change it will undertake in response to the changes in teacher certification standards.     

QUALITY IN TEACHER EDUCATION: AN ETHNOGRAPHIC ACCOUNT

There has been an attempt to insert market forces into sectors of state spending which has been accompanied by a concern with managerialism. In the educational arena this has resulted in moves towards greater accountability set against the need to monitor quality. This is needed because schools have failed the nation and partly this is the fault of inadequate teaching. One remedy is to subject teachers to regular appraisal, another is to reform teacher education courses. In relation to teacher education CATE clearly spells out how teacher education courses are to be developed and all teacher education institutions have to comply with these criteria; a form of quality control has been inserted. Through a necessarily limited account of work in one institution of Higher Education it is argued that any attemts to measure and debate a construct as complex as ‘quality’ is complicated when the subject of all this attention is an aspect of human endeavour. Quality cannot be considered in isolation from real social contexts. Finally exhortation and crude attempts to enhance teaching through some simple versions of ‘quality control might not be the most successful of strategies; praise, support and proper resourcing all have a part to play.     

幼儿教师教学责任的内涵、冲突及其实现——兼论幼儿园教育“小学化”的规避

幼儿园教育“小学化”现象是当前学前教育领域的一个突出问题,作为直接实施者的教师负有不可推卸的责任。通过对幼儿教师教学责任的内涵及特征的分析,能进一步地揭示幼儿园教育“小学化”现象背后的真实原因——幼儿教师在面临教学责任冲突时进行了不合理的选择,为了实现幼儿教师的教学责任进而有效地规避幼儿园教育“小学化”现象,需要以下五个条件的保障：（1）创造自由的教学环境;（2）提升幼儿教师的教学责任能力;（3）增强幼儿教师的教学责任感;（4）加强学前教育督导工作;（5）加强宣传,在全社会树立科学的儿童观、教育观。     

新加坡“精神”取向的教师教育课程改革述评

近年来,为提升教师教育的质量,特别是帮助教师形成独特的教学思想,新加坡开展了一系列的教师教育课程改革,其主旨是关注教师的“精神”养成.与以往的技术和实践取向明显不同, “精神”取向的教师教育课程并不是仅仅帮助师范生成为一个精通教育程序、方法和技能的教育者,而是要懂得怎样使学生获得心灵的成长与精神的陶冶,并且在学习中积极鼓励与促进学生的自主学习.新加坡的“精神”取向的教师教育课程改革关注以下几点:首先,帮助教师理解新的时代、新的学习环境,从而逐步形成具有挑战力的精神.其次,帮助教师不断形成良好的人文伦理精神与高尚的道德品质.第三,帮助教师逐步形成教育的专业信念与人文精神.     

职前英语教师专业成长的另类途径——一项基于重构职前英语教师信念的行动研究

信念的研究是判断教师教育成效的一项重要指标,是当前教师教育中最有价值的一部分。职前教师信念由于受到先前经验和信念本身特质等因素的影响,不易改变,教师教育应该对职前英语教师的信念进行检视与再建构。在自我反思教学模式下发展起来的教育行动研究是近年来国外教育界探究和实践的一种教学理论,是一种非常适合没有接受过教育研究训练的职前教师的研究方法。开展行动研究有助于职前教师将理论学习与教学实践相结合,在教学实践过程中,充分利用有限的直接经验进行教学反思,不断检视、并重构教师信念,提升教学行为。