Challenges in Enacting Core Practices in Language Teacher Education: A Self-Study

In this study, I explore my practices as a teacher educator in one course both before and after returning to the K–12 classroom to teach secondary language learners for one academic year. By examining the intersection of self-study and practice-based teacher education, I illustrate how I used self-study as a mechanism for innovation and change and focus on the challenges I encountered in implementing the use of practice-based education in my work as a teacher educator. Qualitative data analysis revealed that in redesigning my approach to my course, I stopped short of my goals to make the course more practice-centered. Although I provided students with many opportunities to practice planning, I did not provide enough focused opportunities to practice implementation and to participate in giving and receiving feedback. I learned that engaging teachers in practice-based teaching requires teacher educators to be both specific and deliberate in setting their own purposes for establishing the centrality of practice in their courses and to explain these clearly to teacher candidates. Further work in which teacher educators study their use of practice-based pedagogy would benefit from using a self-study lens. Other researchers are urged to add to the limited body of research about the use of practice-based pedagogy with teachers of language learners, particularly English language learners.     

Collaboration,Multiple Methods,Trustworthiness: Issues Arising from the 2014 International Conference on Self-study of Teacher Education Practices

This article reviews 65 studies presented at the 10th international self-study of teacher education practices conference in 2014 to determine whether emerging self-study research incorporates the five major characteristics of self-study: self-initiated inquiry that is situated and improvement-aimed; undertaken collaboratively; uses multiple research methods; and demonstrates trustworthiness. We present an analysis of 63 empirical studies with reference to the five major characteristics and several additional criteria. Our analysis indicates that most of the self-studies reported at the conference were conducted within the context of faculty teaching programs with case analysis as the predominant approach; also, most were carried out collaboratively. Multiple research methods were preferred over single methods and the most frequent analysis was presented in the form of themes and topics. This review corroborates that empirical studies generally meet the major characteristics of self-study research, although not every self-study reviewed was conducted with a defined collaborative theoretical framework. Collaboration, use of multiple research methods, and trustworthiness emerged as three characteristics that were not always addressed adequately or carefully.     

Self-Study of Teacher Education Practices and Critical Pedagogy: The Fifth Moment in a Teacher Educator's Journey

In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the transformative framework of critical pedagogy coupled with a self-study of teacher education practices, this article explores how a teacher educator engages in research relating to the self, professional practice, and the analysis of the tensions surrounding otherness and oppression. Critical pedagogy provided the means and the methods to facilitate reflection upon her own earned and unearned privilege in society and paved the way for an agency of change in her practice.     

Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature

Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation.     

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators.     

创新教师教育,造就优秀教师和教育家

本文指出我国教育进入全面提高质量新的历史阶段,教师成为核心要素,建设高素质教师队伍将是今后教育改革发展的重点;并就学科教师教育的发展与创新问题,提出开展教师教育创新实践、探索学科教师教育改革、处理好教育理论研究与学科教育研究关系、形成合作共同体等观点。     

Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video

This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found that our use of video supported preservice teachers and their mentors in decomposing, representing, and approximating practice. We also found that, as suggested by the literature, the use of video distanced preservice teachers from their experiences in practice. Finally, we discuss the implications for using video to support the work of rich clinical teacher education.     

我国教师教育的发展趋势与教育专业自学考试的改革对策

我国教师教育已经呈现出终身化、多元化、高层化、专业化、综合化、信息化等发展趋势，教育专业自学考试必须拓展考试功能，提升考试层次，调整专业设置和学科比例，变更培养目标，优化课程体系，变革考核方式。只有这样，教育专业自学考试才能更加适应时代、社会发展的需要，保持可持续发展。     

教师教育者:内涵、身份认同及其角色研究

教师教育者是指教师的教师,既包括基础教育阶段中的教师教育者,也包括中等师范层面和高等教师教育机构中的教师教育者。教师教育者模糊的身份认同是教师教育者专业发展的重要阻力之一。教师教育者是教师教育知识的生产者、教师专业发展的引领者以及教师教育文化的推动者。教师教育者角色的探究是增强教师教育者身份认同的重要途径,也是教师教育者从事教师教育工作的逻辑前提。     

Researching Teaching about Teaching: Self-Study of Teacher Education Practices

The growth in the field of self-study of teacher education practices has largely been based on teacher educators' desire to better understand teaching and learning about teaching. This paper reviews research over the last decade that has been important in shaping understandings of self-study and the issues, concerns and agendas that are emerging as crucial to furthering the work. A major purpose of the paper is to draw particular attention to ways of expressing the learning from self-study so that it might be meaningful and applicable in practice for other teacher educators; especially in relation to developing a pedagogy of teacher education.     

“教学田野”:教师的自我成长之域——论教师培训的教学实践走向

我国现行中小学教师培训主要是一种外控的理论型教师培训,这是由教师培训与教学实践之间的文化隔离造成的。消除隔离,走向教学实践的田野是造就反思型、研究型、创新型教师的一种重要抉择之路。走向教学实践的教师培训有丰富的内涵,主要体现在基于教学实践、在教学实践中与为了教学实践三个方面,具有实践性、反思性、主体性与开放性。走向教学实践的教师培训的基本策略或思路是案例教学与教育行动研究相结合。     

A Pakistani Teacher Educator's Self-Study of Teaching Self-Study Research

This paper describes a teacher educator's self-study of work with her M.Ed. students at a private international university in Pakistan. This systematic inquiry highlights changes and improvements in teaching drawn from experiences of practice based on autobiographies. Analysis shows that improvement in teaching came from the author's learning through self-study. Analysis also reveals implications for teacher educators and teacher education in general.     

一位新手教师专业成长的叙事研究

文章运用叙事探究的理念与方法,对甘肃临夏回族自治县一位东乡族女教师的专业成长历程进行了描述、诠释与反思,揭示了她对于教师职业、教师专业发展的理解。研究发现,新教师专业发展的形成与变化受到关键事件、重要他人等主客观因素的影响;自主发展意识与专业追求是教师发展的内在动力。     

荷兰教师教育工作者专业标准的演变及特点

荷兰教师教育工作者协会是荷兰教师教育工作者专业标准的制定主体,该协会分别于1999年、2003年和2008年开发出三个版本的教师教育工作者专业标准,其内容主要涉及知识、技能、态度、个性品质和价值观五个维度。三个版本专业标准的演变过程是一个不断完善和细化的过程,并且在制定主体方面,体现了权威性和专业性的相容;在目标群体方面,表现出普适性和发展性的兼备;在标准内容方面,显示出时代性和全面性并存的特点。     

教师教育与发展的文化历史观———学习教学》评介

本文评介了Viv Ellis,Anne Edwards 和Peter Smagorinsky 主编的《教师教育与发展的文化历史观—学习教学》。文章首先指明了该书的出版对于教师学习研究领域的意义,然后对本书的主要内容和结构进行了介绍,并且结合国内的外语教师学习研究现状进行了评论。作者希望通过本书的评介让国内的外语教师教育工作者与研究者了解社会文化理论各流派的由来与发展状况,明晰社会文化视角下教师学习研究的核心问题,进而思考如何结合中国实际开展有创新的本土化研究。     

Effects of Inquiry-Based Teacher Practices on Science Excellence and Equity

Abstract

Within science education reforms, a pedagogical shift from a teacher-centered, textbook-based instructional paradigm to a student-centered, inquiry-based model is called for. Despite strong theoretical grounding, there is limited empirical evidence that these reforms will achieve national goals of academic excellence and equity. The author used hierarchical linear models to estimate the extent to which 5 inquiry-based teacher practices promote achievement of all students (excellence) and reduce gaps in achievement among students with different demographic profiles (equity). Findings suggest that teacher practices that improve overall academic excellence simultaneously are as likely to contribute to greater inequities among more and less advantaged students as they are to close persistent achievement gaps.     

新教学观与教师评价

教师是提高教育质量的关键,教师评价在确保教师质量和教育质量上发挥了越来越重要的作用。教师评价的内容与方式一直受到人们对教学的看法的影响,随着教学研究的深入,新的教学观越来越重视教学的专业性特点及创造性本质,教师评价也越来越强调教师专长发展、教学反思及创新。     

“行动研究”模式与学者型外语教师的培养

教学行动研究过程是教师职业发展的核心。“行动研究”模式以培养未来教师的创新精神和课堂教学研究能力为目的 ,有效地解决师资培训领域理论与实践相脱离的问题     

论研究本位的教师教育理念与实践

教师研究是教师专业发展的重要途径。研究本位的教师教育模式成为当前世界教育变革的主题。研究本位的教师教育旨在培养实践反思型教师,而不是专业的研究者。本文阐释了研究本位的教师教育的内涵、范式及其改革实践。研究本位的教师教育主要包括目标定位、课程开发、教学方法以及大学与中小学合作伙伴的教师教育研究等四个方面的策略。