“双一流”建设背景下大学教师共同体及其构建策略探析

大学教师共同体是指大学教师基于共同的目标和兴趣组成的、以合作共享的方式进行学习和实践的教师群体。当前,在我国建设高等教育强国的背景下,大学教师共同体对于促进教师发展、提升高校综合实力具有重要的现实意义。构建大学教师共同体是出于对大学发展、教师成长以及学生培养等方面的综合考虑。基于大学教师身份的特殊性,大学教师共同体是由教学共同体、学术共同体、服务共同体和道德共同体构成的统一体,每一种共同体都具有各自的功能。大学教师共同体的构建需要从领导选拔、制度建设、校际合作以及文化营造等方面着力。     

教学学术与大学教师的专业发展

随着高等教育的发展,大学教师专业发展在高等教育领域已然成为被关注的焦点。而教学学术的研究则为大学教师专业发展研究开辟了一个崭新的维度。在教学学术和教师专业发展的引领下可以有效推进教师的职业专业化、平衡大学教师教学与科研的矛盾关系、完善大学教师专业发展理论体系和外部评价环境。在基于教学学术的大学教师专业发展策略生成中应该着力于教学学术理念与教师角色、评价与激励制度、教师专业发展策略以及教师教学学术研究等方面的建设,可以促进教师教学学术水平的改善并且有效地提高大学的高等教育质量。     

以学生为中心的大学课堂教学模式建构与实践——以《小学心理活动设计》的实践探索为例

"以学生为中心"的教学模式是新时期我国高等教育的时代命题和历史使命,也是今后大学课堂教学改革的发展方向。以学生为中心的课堂教学以学生的学习和发展为中心,是一种大学教学范式变革。建立学习共同体、提供真实性任务和实施深度教学是实施"以学生为中心"教学模式的重要策略。大学教师在今后的教学中应该坚守"以学生为中心"的理念,勇敢改变自身的教学习惯,努力探索和完善教学方式方法,提高教学质量。     

大学新生英语学习的突出问题与对策探析

作为公共课的大学英语教学是高等教育的重要组成部分。学生完成从高中到大学的跨越,学习的模式和动机都发生了变化,教师应该优化课堂设置,转变角色,注重教学反馈,帮助学生平稳过渡,提高教学效果。     

关于高等教育若干问题的思考

本文在分析了高等教育的一些时代特点之后,描绘了教师、学生与大学的一种新角色:教师和学生都是学习者和探索者,大学应该是一个有利于师生共同学习与探索的环境。文中特别强调合作与交流、跨学科教学、教研结合、新生教育、科学素养教育、师资培训以及大学文化的重要性,强调只能在保证质量的前提下扩大办学规模。     

关于高等教育若干问题的思考

本文在分析了高等教育的一些时代特点之后,描绘了教师、学生与大学的一种新角色：教师和学生都是学习者和探索者,大学应该是一个有利于师生共同学习与探索的环境。文中特别强调合作与交流、跨学科教学、教研结合、新生教育、科学素养教育、师资培训以及大学文化的重要性,强调只能在保证质量的前提下扩大办学规模。     

大学师生学术共同体新构摭论

师生学术共同体是大学中的重要组织。大学自诞生之日起就是以学术共同体的形式而存在。20世纪中后期以来,由于受专业化发展、不健全竞争机制、功利性学习目标以及师生关系淡化等因素的影响,师生学术共同体日渐衰落,而大学的和谐发展又内在地要求师生学术共同体进行新构。新构师生学术共同体的策略主要有:教师与学生进行对话;守护学术自由;进行跨学科教学活动;完善教师与学生评价机制。     

基于场域理论的大学英语教师发展共同体研究

场域理论的三个核心概念为场域、资本和惯习,教师发展共同体是高校教师进行自我发展的方式之一。通过对大学英语教师发展共同体的调查后发现,大学英语教师发展共同体场域结构松散,缺乏向心力和凝聚力,大学英语教师处于被边缘化的状态,部分教师之间缺少合作学习,教师发展共同体学习的内容与教师目前的教学实践联系并不紧密,教师培训在时间和地点上的安排不合理,政府对于教师培训的资金投入还需要再进行调整,教师发展共同体缺少共同心理建构的评价体系。大学英语教师共同体需要帮助教师进行资本因素的积累,学校要加强教师共同体场域的合作文化构建,并帮助构建协商式、具有共同心理建构的大学英语教师发展共同体评价场域。     

论教学学术

过去30年,教学学术无论是理论建构还是制度实践,都逐渐成为高等教育改革运动的热门话题。集中于技术促进学习及教师发展、批判性思维培养、学生参与教学学术及教学学术的学科应用四方面的实践,教学学术运动转换了高校教学质量保障的范式,重塑了大学教师的发展模式。当前,教学学术的发展依然面临困境。教学学术既是教学水平,也是学术类型,更是“学者共同财富”和政策制度。要提升我国高校教师教学学术能力,需要走向科教融合,加强教学学术制度化建设,进行技术融于教学的开发,努力实现“教”“学”融合,推动教师教学能力发展,打造教师提升教学能力方略,提升教师多元教学能力。     

学校文化建设的PCOLT模式及其启示

PCOLT模式认为,学校文化的三种文化特质——专业共同体、组织学习以及信任,都与学生学习有着密切的联系。PCOLT模式强调,在学校文化建设过程中,应该发挥校长作为文化变革驱动者的作用,应该通过专业共同体强化教师之间的信任,应该构建网络学习共同体,应该加强与地方政府、社区之间的联系。PCOLT模式可以为我国校园文化建设带来积极启示:通过提高校长文化领导力促进学校文化建设;通过发展教师专业共同体促进学校文化建设;通过提升群体意识促进学校文化建设。     

国内大学教学学术研究综述

教学学术是在大学教学不作为大学教师的工作重点的反思中提出来的,其根本旨趣在于通过教师的教学研究、合作交流、反思实践等活动促进学生的学习。为此,文章提出大学自身应采取相应的策略,为教师从事教学研究提供各种支持。目前,教学学术运动已轰轰烈烈地在国外大学展开,这将为我国大学教学学术运动提供理论和实践的指导。     

COLLABORATION BY DESIGN: INTEGRATING CORE PEDAGOGICAL CONTENT AND SPECIAL EDUCATION METHODS COURSES IN A PRESERVICE SECONDARY EDUCATION PROGRAM

In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.     

高校教师提高课堂教学质量的策略探究

高校教师应树立新的教学理念,以教学学术理念为指导,将原有"简单的知识传授者"角色转变为"教学实践的行动研究者"角色。可通过有效交往提升学生的学习兴趣、学习运用多种教学模式及策略发挥学生的主体作用、发挥教师模范作用等途径,提高课堂教学质量。     

Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers

Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles.     

论师范生“为教而学”学习观的构建

《教育规划纲要》对教师队伍建设提出的要求,也是对未来成为教师的师范生提出的要求。为了适应未来教师职业的工作需要,师范生需明确教师教育职责和自身学习目标及学习的特点,以提高教师素质为目的,在师范教育阶段积极构建"为教而学"的学习观。为此,高等师范院校应在改革课程体系,优化课程结构;明确培养目标,加强教学实践训练;改革教学模式,转变学生的学习方式等方面融入新的学习观,促进师范生专业能力的提高。     

Developing a teacher identity in the university context: a systematic review of the literature

This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a teacher identity in the higher education context is not a smooth process. In order to empower university teachers, it is important to reward teaching excellence and build community. Staff development activities can play a role in helping teachers to develop strategies for gaining confidence and taking active control of their work situation, both individually and collectively. The authors argue that more attention should be paid to the implicit messages that departments convey to their teaching faculty.     

PDS Collaboration as Third Space: An analysis of the quality of learning experiences in a PDS partnership

This article documents the self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. Drawing on the scholarship of self-study of teacher education practices and theoretical perspectives consistent with third space, we conceived our collaborative study group as a learning community aimed at uncovering the complexities of school–university partnerships while seeking new directions for an effective partnership. Data were collected from a variety of sources. Themes were developed based on some identified areas of focus consistent with the group's objectives, which included deciphering the state of our PDS collaboration, our preservice teachers' learning experiences, and insight into faculty as learners in professional relationship. The study revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study resulted in better understanding of our roles as hybrid educators and recognition of mentor teachers as critical bridges in a PDS partnership.     

Preservice special educators’ perceptions of collaboration and co-teaching during university fieldwork: implications for personnel preparation

Abstract

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills.     

教师发展：学校内涵发展的生命线——基于“江西师范大学教师发展中心”建设的思考

大学教师发展是大学内涵建设的核心任务。为了引领教师发展,需要转换理念,以＂发展＂代替＂培训＂,促进教师关心＂教学学术＂,引领教师专业成长。在这一理念的引领下,需要以活动为载体,关注教师专业素养的整体提升,同时,需要从组织与政策方面予以支持,以保证教师教育活动的实施和教师专业发展共同体的持续发展。