Self-Study as a Means for Urban Teachers to Transform Academics

Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these questions, we orchestrated a dialogic exchange with three Master's students who used self-study to research and improve their teaching in urban elementary schools. We analyzed their papers both to see how consistent they were with the characteristics of self-study and to determine the nature of lessons learned in relation to our social justice goals. In addition, in the following year we gathered and analyzed information about their post-study reactions to self-study and its continuing influence. In their self-studies all three examined assumptions guiding their teaching by analyzing pertinent data and functioning as critical friends for each other; their work was consistent with self-study requirements. Written reflections and interviews all mentioned the transformative influence of self-study on their thinking and practice. We also discovered that we should strengthen our guidance with regard to the specifics of self-study methodology, as in the need to look for disconfirming evidence. Although their commitment to the process was maintained, we need to explore whether and how self-study might be engaged more informally. Overall, we found that self-study invites teachers to question discriminatory categories with empirical evidence and empowers them to redefine their profession and question regressive policies.     

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.     

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.     

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。     

Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing

This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator.     

基础教育改革背景下的教师教育策略

基础教育课程改革对中小学教师提出了新的要求，也给高师教育带来了巨大的挑战。培养和造就一大批理解新课程、实施新课程的教师，是基础教育改革顺利推进的关键。在教师持续培养和终身发展的过程中，高师院校是基础，中小学校是关键，高师院校与中小学的合作是实现这一目标的有效途径。     

Developing a Vision of Teacher Education: How my classroom teacher understandings evolved in the university environment

Drawing on my experiences as a former classroom teacher making the transition to teacher education, this study examines how my vision of teacher education developed over the course of my first three years as a graduate teaching assistant in a social studies education program in the United States. A qualitative self-study methodology was used to identify and describe sources of tension and growth that contributed to the evolution of my classroom teacher understandings as I forged a distinct vision for teacher education. My vision of teacher education was informed by completing graduate coursework, engaging in the work of teacher education, interacting and collaborating with peers, and studying my practice as it developed and unfolded. Throughout the article, I discuss the potential of self-study methodology to encourage new teacher educators to examine both the features and motivations behind their practice, as well as the effects of this examination on the development of a vision of teacher education.     

高师教师教育与基础教育改革的对接

教师教育是对教师培养和培训的统称。高师是为基础教育培养高素质教师的专门机构。在理论上,高师教师教育与基础教育之间存在着母与子、源与流的关系,前者应当以为后者培养和培训师资为己任,但在实践中却并非如此。随着社会经济的高速发展,高等院校盲目追求学校规模,高师院校也纷纷向综合型大学转型,扩大招生、增设专业,逐渐失去了其以培养教师为主的专业特色。随之而来的是高师教师教育渐渐在课程设置和培养模式方面与基础教育相脱节,起不到为基础教育改革保驾护航的应有作用。所以,从高师教师教育的课程设置和培养模式入手,探究其与基础教育改革的对接策略有着十分重要的现实意义。     

Seeing the Spectrum: North American Approaches to Emotional,Social, and Moral Education

Interest in emotional, social, and moral (ESM) concerns in K—12 education in North America has grown considerably during the past decade. This increased concern is considered a response to the increased prevalence of social problems experienced by children and youth, such as bullying, substance abuse, and depression, and to research indicating that schools can influence the likelihood of students having these types of problems (Schonert-Reichl 2000). Research and theory in psychology which suggests that emotional development is an essential foundation of cognitive development and, therefore, is related to academic achievement also has contributed to this expanded interest (Martin and Reigeluth 1999). A variety of names, including affective education, social and emotional learning, values education, character education, caring education, and moral education, have been used in discussing ESM. Despite the prevalent use of these terms in the literature, the school programs that actually have been implemented under these various auspices are discussed rarely. Further, little, if any, research has explored the relative effectiveness of various approaches. Through a review of the literature, this article provides an overview of the history of ESM education in North America. It also outlines the spectrum of contemporary approaches to ESM education and explores the similarities and differences of these approaches, making suggestions for further theoretical and empirical work.     

我国教师教育的发展与教育主体性

教育的发展离不开教育主体,在教师教育100多年的发展史中,教育主体性发生不断变迁:从最初的计划、单一、封闭的主体性僵化模式到灵活、多元、开放的主体性发展模式。新的时期,教师教育主体性的真正发挥仍存在一定的问题,只有充分发挥教师教育改革中的主体性,针对教育者、受教育者的特征来把握未来教师教育发展的方向,才能为我国教师教育的发展提供动力,为我国基础教育事业的发展培养优秀的师资。     

基础教育师资配置均衡化:教育公平的必然要求

基础教育师资配置均衡化是实现教育公平的必要条件,而实现师资配置均衡化必须依赖于国家制定合理和有效的教师政策:1.落实人事改革制度,严格教师合约管理;2.改革师资配置方式,促进教师合理流动;3.加大教育投资力度,保障基础教育发展;4.加强薄弱学校建设,提高整体师资水平;5.大力扶持农村经济,逐步缩小城乡差别.     

Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials

This study investigates how four prospective teachers interpret and use textbooks while learning to teach mathematics during university coursework and practicum teaching. Results indicate that prospective teachers had varied approaches to using textbooks ranging from adherence, elaboration, and creation. Factors influencing how they engaged with texts include their practicum classroom setting, access to resources, and their understanding of mathematics. Preservice teachers' attempts to modify textbook lessons raised pedagogical, curricular, and mathematical questions for them that were not easily answered by reference to the textbooks or teacher's guides. Findings indicate that the practicum can, however, challenge preservice teachers to be creative and flexible users of curriculum materials.     

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。     

Urban Poetics: Poetry, Social Justice and Critical Pedagogy in Education

Posing an alternate view to high stakes educational models, the thoughts, opinions and practices of four poetry educators are used to provide critical insights as how to infuse creative outlets in the educational process. In gathering the motivations of these poetry educators, a goal of this project is to encapsulate their philosophies through researcher observation and participation. Engaging such work with social justice at the center creates a particular disposition. It can be subjective in the sense that an understanding of improvement requires an explicit commitment to the improvement of the lives of young people in education through a participatory process.David Stovall is an Assistant Professor of Policy Studies.     

如何理解教师教育大学化?

教师教育大学化意味着没有教育学院的大学要建立教育学院,而有教育学院的大学必须在原有教育学院的制度功能上进行转型,意味着:要建立多项目或多层次结构的教师教育制度,建立教师教育在高等教育中的学科地位,确立教师学位新观念,处理教师执照和证书之间的关系,确立教师教育者地位,建立理论与实践的平衡,解决教育学院与文理学院之间、教育学院的教授与文理学院的教授之间、教师教育者与教育理论家之间的矛盾,处理教师教育大学化与教师教育研究之间的关系,处理教师教育大学化与中小学之间的关系.     

当现实逼近想象:人工智能时代预见未来教育研究

人工智能使想象正成为现实,未来研究方法论是对未来的想象和预期的扩展。本文运用未来研究方法论,从未来想象、未来社会、未来知识生产、未来学习、创造中的未来五个方面对未来教育发展蓝图进行描述、预测、探索与解释,审视与省察未来人工智能时代教育研究的行动措施。未来想象通过科幻故事探索和理解未来高科技实践的应用场景,人与人以及人与外界环境的互动过程。人工智能技术是经济社会发展的核心动力,对未来社会分工、劳动力市场以及人才结构变革带来全新冲击。未来知识生产自动迭代、科学共识的建立更为高效;未来知识传播多模态立体化、超越学科界限;未来知识进化呈现碎片化及适应性。未来学习将呈现个性化、自适应以及终身学习的新样貌。创造中的未来应平衡人与人工智能技术的关系,理性统合组织、文化、人员、环境,努力打造自适应的教育生态圈。本研究旨在厘清未来教育的科学走向与规律,勾勒符合人工智能时代的未来教育应用蓝图。     

如何引导中学生由基础教育向职业教育过渡

本文阐述了中学和职校学生的主要特点,以及如何在教学中引导学生在学习方法上由中学向职校过渡,从而培养合格的高技能人才.     

Social Justice and the Future of Higher Education Kinesiology

ABSTRACT

This article presents a rationale for the infusion of social justice into kinesiology programs for the purpose of reducing inequities in society. Specifically, the current climate for social justice is considered and discussed using examples from an university-inspired service-learning initiative, law, and politics. Of note are the following areas of discussion: (a) differentiation between social diversity and social justice, (b) public pedagogy as a means by which to inspire service action, (c) the creation of climates for speech and application of social justice, (d) modeling and socialization for equity, and (e) the neoliberal threat to inclusiveness. The article concludes with suggestions for practice, research, and training to implore kinesiology programs to position movement as an issue of justice.