VOICES IN EDUCATION: ACCOUNTABILITY IN TEACHER EDUCATION AND THE NATIONAL COUNCIL ON TEACHER QUALITY

Abstract

This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development.     

试论生命教育在高校思想政治教育中的运用

教育是以育人为本,高校不仅仅要培养出适应社会经济建设需要的人才,更要培养出全面发展的人才,也就是说能够让学生成为人格健全的一个完整的人。本文从分析生命教育的内涵入手,根据现实中的现象分析了生命教育在高校思想政治教育中的现状及必要性,讨论了生命教育在高校思想政治教育中的途径。即教育目标"成人"化,教育理念人本化;改变传统观念,引导大学生正确认识死亡,理性审视生命;引导大学生珍惜生命,充分挖掘生命的潜能,实现生命价值的最大化;运用多种方式和渗透式教育进行生命教育;借鉴国外的一些经验,设置独立的生命教育课程。     

培养培训相互衔接相互促进的英语教师教育探索

培养培训相分离的弊端阻碍了我国教师教育的发展。遵照国务院的要求,通过教育科研、教育实习等活动。建立起高师与中小学英语教学的紧密联系,使其相互促进。这既能充分发挥师范院校在教师教育中的主体作用。解决中小学英语教师的继续教育问题。又能促进高师院校英语教育专业自身的改革与发展,并在此基础上完善国务院提出的“培养培训相衔接的开放的教师教育体系”。     

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.     

ENTERPRISE AWARENESS IN TEACHER EDUCATION (EATE)

This paper sets out the rationale underpinning the setting up, delivery and evaluation of a major initiative in initial teacher education. The purpose of Enterprise Awareness in Teacher Education (EATE) is to incorporate enterprise, economic and industrial issues into all initial courses for trainee teachers. This is facilitated through an extensive programme of staff development. The article then goes on to record the processes and thinking behind one level of the evaluation of the initiative which has been incorporated into individual developments in institutions from the outset     

QUALITY IN TEACHER EDUCATION: RELFECTIONS ON A DECADE

This article reflects on the changing definitions of quality as they have been applied to teacher education in the 1980s and looks forward to the decade ahead.     

STRUCTURE OF PRIMARY MATHEMATICS TEACHER EDUCATION PROGRAMS IN SPAIN

Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement’s Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected from the 48 sampled Spanish institutions that participated in TEDS-M. Our approach to the syllabus analysis focused on the established content dimension of curriculum in educators’ syllabi. These contents are structured into 4 knowledge domains—school mathematics, advanced mathematics, general pedagogy, and mathematics pedagogy—and categorized into subjects and topics. The results show that Spanish teacher education programs are diverse across institutions, but follow a basic structure that emphasizes the teaching of general pedagogy subjects.     

《当代教师教育》来稿须知

<正>一、为进一步提高学术水平和编辑质量,本刊对来稿特提出如下要求:1.论文要求观点明确、新颖,论述充分,论证严密,材料翔实,语言精炼。2.来稿以8000¹2000字为宜。文末注明与作者联系的方式(电话和电子信箱)。3.本刊执行《中国高等学校社会科学学报编排规范》(修订版),作者应对稿件作规范处理,来稿应包括题名、作者署名及通讯地址、作者简介、中文摘要、关键词、中图分类号、正文、注释、参考文献以及英文篇名、英文摘要和英文关键词。基金资助产出的论文亦应对有关项目     

《当代教师教育》来稿须知

<正>一、为进一步提高学术水平和编辑质量,本刊对来稿特提出如下要求:1.论文要求观点明确、新颖,论述充分,论证严密,材料翔实,语言精炼。2.来稿以8000~12000字为宜。文末注明与作者联系的方式(电话和电子信箱)。3.本刊执行《中国高等学校社会科学学报编排规范》(修订版),作者应对稿件作规范处理,来稿应包括题名、作者署名及通讯地址、作者简介、中文摘要、关键词、中图分类号、正文、注释、参考文献以及英文篇名、英文摘要和英文关键词。基金资助产出的论文亦应对有关项目名称及批号加以注明。     

TEACHER EDUCATION AND TEACHER-PERCEIVED NEEDS IN EDUCATIONAL MEASUREMENT AND EVALUATION

Professors and teachers were compared relative to their perspectives on preservice educational measurement courses. Twenty-four professors from different colleges in seven states and 360 teachers from elementary and secondary schools in one midwestern state responded via mailed questionnaire. Professors reported the emphasis given to each of eight topics in preservice educational measurement courses, and teachers reported the emphasis they believed should be given to each topic. In five of the eight content areas, the relative emphases given by professors differed from that recommended by teachers. Major differences emerged in nontest evaluation, statistical analysis, and formative and summative evaluation. Implications of these results are discussed.     

《当代教师教育》征稿启事

<正>《当代教师教育》是中华人民共和国教育部主管,陕西师范大学主办的教师教育理论刊物,以马列主义、毛泽东思想、邓小平理论、“三个代表”重要思想、科学发展观和“习近平新时代中国特色社会主义思想”为指导,坚持四项基本原则,坚持社会主义办刊方向,努力为教师教育与基础教育的改革与发展服务,为中小学教师的专业     

《当代教师教育》征稿启事

<正>《当代教师教育》是中华人民共和国教育部主管,陕西师范大学主办的教师教育理论刊物,以马列主义、毛泽东思想、邓小平理论、"三个代表"重要思想、科学发展观和"习近平新时代中国特色社会主义思想"为指导,坚持四项基本原则,坚持社会主义办刊方向,努力为教师教育与基础教育的改革与发展服务,为中小学教师的专业发展提供理论指导与实践指南。原中央政治局常委、国务院副总理李岚清题写刊名;原教育部副部长陈小娅致题为"加强教师教育研究,促进优秀教师和教育家成长"的创刊词;中国教育学会荣誉会长顾明远先生担任学术顾问,并且题写了"实现教师专业化由教育家来办教育"的题词。     

思想政治教育要遵循人本原则

思想政治教育的对象是人,其首要任务是提高人们的思想政治道德水平,调动人们的工作积极性,因此,人本原则是思想政治教育的基本原则和基本规律。这就要求思想政治教育在思想政治教育过程中树立受教育的主体意识,并充分发挥主体的主观能动性,并能尊重人、理解人、宽容人和以平等的态度去做人的工作,达到以理服人,以情动人。只有这样,思想政治教育才能入耳、入脑、入心。     

《当代教师教育》征稿启事

<正>《当代教师教育》是中华人民共和国教育部主管,陕西师范大学主办的教师教育理论刊物,以马列主义、毛泽东思想、邓小平理论、三个代表重要思想、科学发展观和习近平新时代中国特色社会主义思想为指导,坚持四项基本原则,坚持社会主义办刊方向,努力为教师教育与基础教育的改革与发展服务,为中小     

CAN THERE BE QUALITY IN TEACHER EDUCATION WITHOUT SPIRITUALITY?

In this paper the need for ensuring the inclusion of the spiritual dimension in Teacher Education courses is considered. This dimension is included in both the 1944 and 1988 Education Acts, but no definitions or guidelines are given. The research of Hardy and Hay is drawn upon to underline the significance of the spiritual aspect of human nature, and the writings of Berger and Hull to demonstrate its repression in modem life. Despite the problems involved in finding an acceptable definition of spirituality, a case is argued for its inclusion in Teacher Education courses. Some questions are proposed for influential parties such as Course Leaders and validators to use when evaluating courses.