Conceptualising Resources as a Theme for Teacher Education

In this report, I examine resources and their use in school mathematics. I do so from the perspective of mathematics teacher education and with a view to the practice of school mathematics. I argue that the effectiveness of resources for mathematical learning lies in their use, that is, in the classroom teaching and learning context. The argument pivots on the concepts of school mathematics as a hybrid practice and on the transparency of resources in use. These concepts are elaborated by examples of resource use within an in-service teacher education research project in South Africa. I propose that mathematics teacher education needs to focus more attention on resources, on what they are and how they work as an extension of the teacher in school mathematics practice. In so doing, the report provides a language with which mathematics teacher educators and mathematics teachers can investigate teachers' use of resources to support mathematical learning in particular and diverse contexts. This revised version was published online in September 2006 with corrections to the Cover Date.     

Education for Sustainability as a Frame of Mind

This article will review some problems with taking the notion of sustainable development, as a policy , as the touchstone of environmental education and will explore some central strands to understanding sustainability as a frame of mind . It will be argued that at the heart of this interpretation of sustainability lies the notion of a right relationship with nature which both conditions our attitudes towards the environment and our sense of our own identity. The contribution of certain influential eco-centric accounts to the idea of sustainability is critically evaluated and a sense of sustainability is developed which is neither anthropocentric nor eco-centric. It is argued that the essence of sustainability, so conceived, is intrinsic to authentic human consciousness and some of the metaphysical issues which it raises for education and modern Western society are indicated.     

On Culture and Mathematics Teacher Education

Many countries are multicultural. Mathematics teacher education classes often are composed of students with varied cultural and linguistic backgrounds, and mathematics teachers may be employed in regions from which they do not come. Formal (mathematics) education is a process of cultural interaction, and every child and teacher may experience some degree of social and cultural conflict in that process. This paper describes and reflects on some of these tensions, as they exist in mathematics teacher education in Mozambique. The process of developing among future mathematics teachers an awareness of the social and cultural bases of mathematics is object of reflection.     

A Spiral Task as a Model for In-service Teacher Education

The spiral approach has long been used by curriculum designers to deepen students’ knowledge of scientific and mathematical concepts and to bring students to higher levels of abstraction. The benefits of a spiral approach, however, can also be extended to teacher education. This paper describes a spiral activity employed by the Kidumatica program not only to raise the level of teachers’ content knowledge, but also to promote discussion and collaboration among teachers teaching at different grade levels. The activity was designed to take a single problem situation and develop it in ways appropriate to the different grade levels. At each stage, the teachers are encouraged to discuss teaching approaches required by the students at each grade level and the relationships between the different stages of the development.     

美国外语教师教育课程研究及其启示——以西班牙语教师专业为例

美国外语教师教育专业拥有较成熟和完善的课程体系,相关经验可资借鉴。本文以美国西班牙语教师专业的教师教育课程为例,着重研究其专业性、系统性、针对性和综合性等特征,并探讨其对我国相关课程建设、改革和发展的启示:突出专业特色、贯彻顶层设计理念、增强针对性等。     

Protocol Analysis as a Fruitful Tool for a Problem Posing Teacher Education

With respect to European science teacher education, a growing interest can be noticed in the idea that teachers should not be confronted with solutions to teaching problems but be given real teaching problems which are open to different interpretations. This ‘problem posing’ course strategy should pay attention to school students’ conceptions as well as existing and new (student) teachers’ conceptions. The present article deals with classroom protocol analysis as a tool for a problem posing teacher education. Some methodological aspects of the production and interpretation of this type of protocol are described. Experiences with classroom protocol analysis in the context of inservice courses in teaching and learning electrochemistry and in problem solving in chemistry are reported. The impact of the analysis method on chemistry teachers’ thinking is investigated by analysing protocols of teacher meetings. Implications for innovating science teacher education are discussed.     

校本教师教育的多样性——国外校本教师教育举隅

文章从校本教师教育组成要素出发，简要地描述了4个国家或地区的校本教师教育计划的差异，概括了课程的总观点及其实践课程、学生完成课程的实质、校本教师教育与大学教师教育的角色及提供给校本教师教育者的专业发展，以期为我国的校本教师教育的设计与规划提供借鉴。     

数学文化与职前小学教师教育

数学文化是人类文化的一部分,不同职业、民族、地域等特定人群的数学文化应该具有不同的内涵、意义和价值.职前小学教师教育培养的是定向于小学教育的特殊群体,需要满足综合化培养、“特色化”培养、重塑“求真育人”的大学文化等社会发展的必然要求.而数学文化蕴含的数学思想、数学精神以及数学文化的地域、传统、民族等特性对于当前职前小学教师教育具有重要意义.有效发挥数学文化对于职前小学教师培养的育人作用,需要注意数学文化课堂教学模式的适应性、文化素材选取的针对性、呈现方式的多样性.     

教师文化建设与深入实施素质教育的思考

良好的教师文化是推动素质教育实施的重要力量。我们要按照深入实施素质教育的要求,切实重视教师的观念文化建设,帮助教师牢固树立生命化的教育观;切实重视教师的行为文化建设,凸显教师行为文化实践性、创造性和注重细节的特点;切实重视教师的组织（群体关系）文化建设,更好地形成合作学习的团队。由此,深入素质教育在师资质量方面就有了必要的保障。     

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design, this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education.     

Curriculum Development as Continuing Teacher Education

Four years ago the German Education Council presented its recommendations for "the promotion of close links between curriculum development and practice" (1974). Although, on the one hand, these recommendations could be regarded as a reflex reaction to the partly negative experience of the first phase of curriculum development linked to the names of Robinsohn and Blankertz, on the other, the Education Council's recommendations did point up prospects for a new innovational strategy, whose central feature was teacher participation in curriculum development and the linking of continuing teacher education to such curriculum development. The discussion on educational policy gave rise to a series of projects that tested a number of versions of this strategy for innovation.     

谈教育部留学来华师资培训项目对中医药国际化教育的启发

教育部留学来华师资培训中心中医药学部于2012年在北京中医药大学设立,这是教育部唯一在中医药类院校设立的培训中心,以提高来华留学中医药专业教师的专业和英语授课能力,提升留学生的培养质量以及教育管理服务水平为目的,多年来为中医药国际教育培养了大量人才。本文主要以2016年度培训为背景,从教学方法、教学内容和教学素养三方面谈了教育部留学来华项目对中医药国际化教育的启发。笔者认为,中医药国际化教育应当结合我国教育基本情况,借鉴国外先进的教学方法,注重学生背景,有的放矢,以中国文化为载体,更好地进行国际化中医教育。     

综合大学举办教师教育的条件

美国综合大学是否具备教师教育资格,需要教师教育专业标准组织"国家教师教育鉴定委员会"认可,而能够举办教师教育的综合大学一般都有"师范学院"的历史基础,它保证了大学后期教育专业培养的质量。目前我国符合举办教师教育条件的综合大学有两类:保留"师范大学"名称但实际已经或正在发展为综合大学的学校和具有师范教育传统的已更名的综合大学的学校。我国综合大学举办教师教育的基本取向是在"师范性"和"学术性"之间确定合理的平衡点,在其限度内维持这一必要的张力。我国应该发展这两类综合大学举办的教师教育,通过教师教育资格认证,给予教师教育办学方向和培养规格的政策指导。     

传统文化教育师资培训刍议

随着各个学校对传统文化教育的重视,师资的短缺日益成为一个严峻的问题。结合相关的工作经验,认为在进行国学或者传统文化教育师资培训前,首先要收集相关经验、调查培训需求并搜集讲师资料。在进入培训的具体实施环节时,要注意以下几点:一是规划与目标,其中培训的成本控制和培训手册制作都需要特别;二是讲师与备课,讲师的背景和课件都要仔细审定;三是组织与授课,其中要注意信息采集和资料存档;四是考试与考查;五是后勤与保障;六是反馈与保持。     

我国本科层次教师教育专业人才培养方案研究

通过对30所院校的192份本科层次的教师教育专业或师范专业人才培养方案的分析发现,当前师范专业培养人才的类型、胜任工作类型和适于任职单位都呈现出多样化特点;不同培养方案对“培养目标”和“培养规格”应该包括哪些内容没有形成一致的意见;培养方案对教师培养的认识存在差异,尤其是对未来教师需要掌握哪些知识、能力、职业道德存在不同的理解,对未来教师是否需要掌握这些内容也有不同的认识;培养方案没有借鉴当前教师培养、教师知识的研究成果。本研究对培养方案的改进提出建议。