研究、服务、引领基础教育改革与发展

本文指出我国教育事业进入了从规模发展转向质量提升的新阶段,教师队伍建设和教师教育的基础性地位和关键性作用更为突出,也面临着前所未有的严峻挑战和发展机遇。并指出:师范大学要进一步明确教师教育责任,强化教师教育特色;进一步改革创新,全面提高教师教育质量;进一步发挥优势,面向基础教育,服务基础教育,引领基础教育。     

论“教育学术”视野中的教师教育

教师教育是在“师范性”与“学术性”矛盾两极的张力作用下发展和逐步完善的。在师范教育向教师教育转化的过程中,必须重新审视教育教学活动的学术理论基础,构建整合性“教育学术”。从“学术”的“人为性”的视角来考察“教育学术”时,就能理解“教育学术”的合法性。在“教育学术”视界中,教师教育的发展也具有新内涵。     

新形势下地方高师院校教师教育改革的困境和对策

新形势下教师教育改革逐步从封闭定向走向多元开放,从低层次向高层次培养转移,学科专业教育与教师教育逐步分离,职前培养和职后培训趋于一体化。面对这种发展趋势,地方高师院校面临很多困境：定位不明确,盲目提高办学层次;教师教育队伍分散、薄弱;学术性与师范性之争的矛盾依然存在,在多种培养模式中徘徊;实践教学面临新挑战。为了走出困境,各地方高师院校应该根据校情有所为有所不为：明确定位,突出特色;加强教师教育队伍建设,特别要尝试兼职队伍建设;有效处理好学术性与师范性的矛盾,选择适宜的人才培养模式;开创实践教学新模式。     

论新时期地市级教育学院的发展策略

进入"十二五",随着新一轮基础教育改革的兴起,教师教育得到国家和政府前所未有的重视。教师教育发展为地市级教育学院开辟了生存发展空间。为迎接新时期难得的发展机遇,应对与之同来的困难和挑战,地市级教育学院要全面谋划,创新发展。本文就此提出了新时期地市级教育学院的发展策略:实施开放办学、实施标准引领、构建具有自身特色的培训课程体系、建设专业化的工作团队、探索多元化的服务模式、搞好教育基地建设、打造现代化的教师教育网络平台、实施精细化的组织管理等。以此强化教育学院内涵建设,打造自身核心竞争力。     

Promoting inclusive education in secondary school in Norway: a national programme for teacher development

There is a great need in many countries for extended and new teacher competence to meet the challenges of inclusive education. This paper presents a national programme for developing new teacher competence in secondary schools in Norway. The programme was developed and implemented during the 1990s, its aim being to start a continuing process in schools directed at promoting inclusive education and improving the quality of education for pupils with special educational needs. Further, the paper presents some findings from a national survey of 2240 teachers and school administrators in 104 schools one year after the implementation of the programme. The survey partially replicated a survey carried out before the programme started. The purpose was to give an overall picture of the situation with respect to teacher competence in special needs and inclusive education, and the impact of the competence building programme on teacher practice, and to identify possible system changes in schools.     

Improving teacher preparation and selection: lessons from the Pennsylvania experience

This paper examines Pennsylvania's teacher preparation and selection processes over the last decade. Teacher test scores are examined across colleges of education, and extreme differences in teacher test scores are found. Also, extreme variations are evident among districts' employed teachers. A unique survey of district employment practices reveals that, on average, 40% of a district's teachers previously attended there as students. An exploratory econometric model indicates that the higher the unemployment rate in a district, the more likely it will hire its former students to teach, and that the greater the fraction of former students now in the district's teacher force, the lower is student achievement. The paper concludes with a discussion of conventional and unconventional strategies to improve the quality of teachers actually hired by school boards.     

Practices and Innovations in Australian Science Teacher Education Programs

This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern.     

瑞典教师教育培养模式及课程设置对我国教师教育改革的启示

从20世纪70年代到21世纪初,瑞典对本国教师教育进行了几次改革,在教师教育的培养模式上由传统的多轨制变为单轨制,课程设置上凸现教师专业化特色,体现了全球教师教育发展的趋势。瑞典教师教育的发展轨迹对我国的教师教育改革有着重要启示。     

Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S.

This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in the U.S. Three areas are addressed in particular: the commodification of teacher education, hyperrationality and increased accountability, and attacks on multicultural education. The paper closes with a look at the future for teacher education in the U.S.     

Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level

Structure and content of teacher education depend on a deeper rationale, which is a result of cultural boundaries. At the same time teaching is a cultural practice that differs across countries. Like the water in the fish's tank, such cultural givens are too often invisible as we debate research designs. In this article, we focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy, and on juxtaposing two extreme models: Germany and the US. It turns out that benefits and problems of international comparisons are closely related to each other.     

试论我国教师教育模式变革的路径与政策

文章研究分析了教师教育模式的基本构成要素,指出教师教育模式是由国家、实施机构、受众群体与目标和教育中介物四个要素构成的六种关系,每一要素的客体及各要素间关系的变化都会引起教师教育模式的变化。并在此基础上分析了我国教师教育模式的现状并指出其变革的路径与政策选择。     

从教师专业化视角看我国小学教师教育发展

本文从教师专业化视角审视和反思小学教师教育的发展历史以及当前小学教育专业建设中的一些问题,指出:在教师专业化发展历史上,小学教师教育从未改变过重视“师范性”这一特色;当前小学教育专业建设中没能发挥自身优势且面临一些困惑,是因为小学教师教育在改革和发展进程中完全被原有高等师范教育所同化;小学教师教育升、并入高等师范教育体系应该是顺应的过程,小学教育专业自身的加入应该成为促动教师教育体系结构化重组的重要因素。     

新疆生产建设兵团中小学师资队伍建设与发展的SWOT分析

近年来,新疆兵团的中小学教育取得了较大的发展,正在积极推进区域内教育的均衡发展。作者从师资队伍的年龄、学历、学科、职称结构以及教师继续教育等方面,详细分析了新疆生产建设兵团中小学师资队伍发展的现状,并进行SWOT分析,提出了加强师德建设、提高并完善素质能力,提高学历、使师范队伍质量进一步优化,加快培训基地建设,保障经费的落实等相关的对策与建议,以期进一步落实新疆生产建设兵团中小学师资队伍建设战略构想。     

我国外语教师教育与发展研究现状及问题

文章就国内外语教师教育与发展课题研究文献作一回顾,包括教师教育与发展概念的演变,外语教师教育与发展的需求调查、外语教师教育与发展的方向、外语教师教育与发展的途径研究等,并对此进行分析和评论,指出我国外语教师教育与发展研究中存在的不足和今后有待研究的课题。     

The last 40 years in Finnish teacher education

This article sets out to identify and discuss the changes that have taken place in Finnish teacher education during the last 40 years (1974–2014). A brief history of teacher education in Finland is presented, followed by the goals and aims of current research-based teacher education in Finland. Finally, the major changes in Finnish teacher education during the last 40 years are identified and discussed along with challenges for the future. These include the fact that with each passing year teacher education in Finland has become increasingly research-based. The ethical role of the Finnish teacher has changed from being a religious and moral example to being a principled professional who needs moral competence in pedagogical encounters. Teachers also need to master the rapid developments in information and communication technology in order to function in the same learning environments as their students.     

改革开放30年来我国教师教育体制改革的进展

改革开放30年来,我国的教师教育坚持解放思想,不断探索教师教育体制改革的新路子,不仅实现了从独立设置的师范教育体系向多元开放的教师教育体系的转变,而且实施了一系列保障教师教育培养质量和提高教师专业化水平的政策措施,提高了我国教师队伍的整体质量和水平,适应了我国基础教育改革对高素质教师队伍的需要。     

教师教育课程改革的国际趋势

我国《教师教育课程标准》的研制建立在对国际教师教育课程改革研究的基础之上,本文对美国、英国、德国、法国、澳大利亚和日本等发达国家教师教育课程改革的理念和实践展开比较分析,指出教师教育课程改革的国际趋势表现在:开展旨在教师终身专业发展的、以学习者为中心的教师教育课程改革;注重教师教育课程的前沿性、灵活性和实用性;注重模块式课程的开发和教育临床研究;注重以学生为中心的课程实施方法;注重质的评价和严格把关相结合的课程评价。     

转型时期我国教师教育的几个问题

从师范学校教育到现代教师教育，我国的教师教育体制正在发生着变革，一个开放、多元、一体化的教师教育体系正在悄然构建。师范院校通过学科结构、专业设置、人才培养模式三的综合性，积极探索转型之路。本通过对世界及我国师范教育进程的叙述，说明了现代教师教育兴起的历史必然性，同时讨论了教师教育的概念、教师专业化及教师教育模式问题。     

教育观念能撑起教师教育的大厦吗——对专业型教师教育核心理念的质疑与反省

教育观念不是教师参与教育生活的必需条件,对专业教育观念的过度倚重极易使专业型教师教育患上"观念崇拜症"。反思教育观念的局限,对专业型教师教育的核心理念进行省察是促使教师的教育实践自由生成的行动起点。从观念论走向存在论,从知识论走向文化论,用教师文化的新内涵来统摄教师的完整教育生活,实现教师教育行动的真正自由,是专业型教师教育永葆其勃勃生机的应然出路。     

俄罗斯的教师教育:过去与现在

本文对俄罗斯历史中的教师教育、师范人才培养体制、教师培养标准、教师业务进修和再培训体系进行研究,阐明了俄罗斯师范教育的传统和俄罗斯师范体系改革的现状及其问题。