面对教师教育的几点思考

进入21世纪的中国高等师范教育，面临着一个新的历史发展阶段，师范教育向教师教育发展已成为高师教育与国际教育职业发展的必然趋势。     

国际新教师专业特性论介评

面临信息化时代，各种新教师专业特性论相继形成。弹性教师专业特性论、实践性／反思性教师专业特性论、扩展性教师专业特性论、复杂性教师专业特性论和后现代的教师专业特性论就是其中的主要代表。透过这些新教师专业特性论，我们可以把握国际社会对教师素质的新要求，并且可以就教师教育的应有方向作出一定的思考，即教师教育应该重视理论与实践的关系、加强其社会－道德－情感维度和重视终身学习维度。     

The professionalization of Hong Kong teachers: Dilemma between technical rationality and individual autonomy

This article studies the dilemma between professionalization and professionalism in the development of teaching into a bureaucratic organization in Hong Kong. Professionalization and bureucractization are simultaneous processes. Teaching as an occupation has grown from a state of idiosyncrasy to a profession with defined boundaries. However, achieving system efficiency and technical rationality, both features of bureaucracy, could undermine or suppress teachers’ individual autonomy. Thus, bureaucratization supports professionalization by raising the status of teaching, but undermines professionalism by constraining teachers’ autonomy. The article examines the changing pattern of stratification and how it shaped the relationship between the professionalization, bureaucratization and professionalism of teaching in Hong Kong. It argues that teaching cannot be a true profession without realizing professionalism, and that teacher education has a central role in the drive towards it. Key Words: Hong Kong teachers, teacher education, professionalization, professionalism, stratification     

关于"教师职业专业化"概念的思考

目前国内对"教师职业专业化"的认识还处于初始阶段,对"教师职业专业化"概念的还模糊不清,给当前教师教育理论研究与实践都带来较大的影响和困难."教师职业专业化"要求选择教师职业的人具备教师素质,包括以教师职业道德为基础的教育理念、教学经验、教学方法等个人的教育教学能力.明确认识"教师职业专业化"的内涵,以利教师教育事业健康发展.     

教师专业化:传统智慧与现代实践

教师专业化包括教师职业专业化和教师教育专业化两方面内容,既是过程也是结果。从结果看,教师专业知识(素养)结构应由通识性知识、本体性知识、素养性知识、条件性知识、行为性知识、实践性知识等几方面知识所组成。从过程看,教师教育专业化是个包括理论与实践两方面和职前教育、上岗培训、在职训练、职后进修四个环节以及脱产和不脱产两种形式的终身一体化过程。中国教育发展史上具有丰富的教师专业化思想。当前,必须借鉴传统教师智慧,进行理论和制度双重创新,才能推进教师专业化。     

Divine Intervention

This paper focuses on teacher education policy in Portugal and Brazil over the last decade, and it discusses its implications for teacher professionalisation and professionalism. It identifies the emergence of competing discourses arising from policy texts and other formal documents related to teacher education, both initial and in-service, issued in both countries. It is argued that the intertwined concepts of professionalisation and professionalism, which play a central role in most recent policy documents, entail different meanings in different contexts. Although similar orientations can be identified, particularly in regard to a new rhetoric emerging in the educational field, it is also evident that different ways of operationalising the concepts of professionalisation and professionalism have been put into place.     

关于“教师职业专业化”概念的思考

目前国内对“教师职业专业化”的认识还处于初始阶段,对“教师职业专业化”概念的还模糊不清,给当前教师教育理论研究与实践都带来较大的影响和困难。“教师职业专业化”要求选择教师职业的人具备教师素质,包括以教师职业道德为基础的教育理念、教学经验、教学方法等个人的教育教学能力。明确认识“教师职业专业化”的内涵,以利教师教育事业健康发展。     

教师教育新探索——对顶岗实习的理论思考与实践综述

世界范围内关于教师教育的理论研究和实践探索已达300年之久。中国的教师教育,也经历了经验化—随意化—专业化的过程。然而,教育理论与教学实践之间仍存在着严重的鸿沟。近年来,河北师范大学探索并施行了"3.5 0.5"的高师人才培养新模式。教师教育专业高年级学生进行半年的顶岗实习成效显著,是一个利国、利校、利生的创新工程,为教师教育在我国建设社会主义新农村形势下的发展提供了一个可借鉴的模式。     

我国教师资格制度改革的时代创新与发展趋向 ——专访中国教育国际交流协会会长、教育部原副部长刘利民

从20世纪80年代中期开始,我国具有当代意义的教师资格制度开始萌芽,90年代中期初步建立,进入新世纪开始实质性运行与发展,今天的教师资格制度已成为我国教师教育制度创新的重要标志。我国教师资格制度发展的历程虽短暂,但却呈现出不断改革创新的时代特征,为建设高素质专业化创新型的教师队伍提供基础保障。回顾我国教师资格制度的改革历程,需要理性地认识和看待出现的一些主要问题,如学历标准要求低、考育分离、师范生参加“国考”等,也要理性把握师范类专业认证对教师资格制度改革的意义。进入新时代,我国教师资格制度借助师范生免试认定教师资格的改革,迎来了深化发展的新契机,也开启了探索具有中国特色教师资格制度和教师教育体系的新征程。实现师范生“教育专业性”和“学科专业性”的双提高,高度重视教师教育的实践性,对教师资格进行细致地分类分级,探索教师资格认证机构的多样化与专业化,以及加强教师资格制度改革中信息技术和人工智能的应用等成为我国教师资格制度发展的新趋向。     

教师专业发展的内在机制与外部促进

教师专业发展是关于教师发展认识转型过程中产生的新观念,一方面体现了教师劳动的专业性,另一方面体现了教师发展的专业自觉性、主动性与创造性。教师专业发展的内在机制源自构成教师素养的各要素在教师的日常生活中的互动与生成。校本培训是教师以工作岗位为基地,以学校为现场,将自身工作、学习、研究与发展紧密结合的有效的专业发展途径。教师专业发展需要辅之以资格证书制度、聘任制度、教师教育机构认可制度、教师教育课程鉴定制度、教师教育质量评估制度等相关制度保障。相比之下,国外教师专业发展的理论研究与实践探索起步较早,已取得的理论成果与实践经验是促进我国教师专业发展过程中可资借鉴的重要资源．     

教师教育改革与发展背景下的国家级教师教育基地建设问题探析

西方发达国家在教师教育发展上有新变化和新特征,专业化、动态化与开放化是教师教育发展的基本趋势,我国教师教育改革必须借鉴西方发达国家教师教育改革与发展的成功经验,结合我国实际,推进国家级教师教育教育基地建设。     

创新性成长模式:教师教育的实现样式

从师范教育到教师教育需要新型模式的支持。教师教育的创新性成长模式有着自己全新的内涵，它基于终身教育和教师专业化发展思想、以“成长”作为核心理念，学习在学习化课程资源构筑的生态化学习环境中，运用合作活动学习方式，通过对模块整合式课程的学习与开发来实现现代人和现代教师成长的目标。     

Teacher educators’ constructions of professionalism: a case study

This article addresses an under-researched area of teacher education by analysing teacher educators’ constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The research is an embedded case study of 36 teacher educators in two Schools of Education in England, using questionnaires and interviews. The study is framed by a broadly sociological concern with the (re)production of social patterns and relations through teacher education. The findings show that three modes of professionalism were constructed by educators within the sample group, with each deploying professional resources and senses of identity in varying ways to position individuals as credible and legitimate practitioners within the field of teacher education. The paper argues that professionalism may well be influenced by the complex interrelationships among individual biography, institutional setting, and national imperatives for teacher education.     

教师专业化背景下培养师范生语言能力的策略研究

语言是教师教育教学的重要媒介,教师专业化对教师教育教学能力提出更高要求.以提高语言能力为抓手,可以带动教师教育教学水平的提高.实现教师专业化.师范教育作为教师专业化的第一阶段,应为师范生从教能力打下坚实的基础.目前师范生语言能力与教师专业化要求有很大距离,师范院校应根据师范生语言能力存在的不足,采取有针对性的策略、措施培养师范生的语言能力.     

Contested discourses of teacher professionalism: current tensions between education policy and teachers’ union

This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers’ union in Norway. Based on an examination of three white papers on teacher education from the past 15?years and policy documents put forth by the Union of Education Norway during the past decade, the authors argue that new constructions of teacher professionalism are produced both by the government and from within the teachers’ union. However, there are differences between the government and the teachers’ union concerning what the main aspects of teacher professionalism are. The government emphasises teacher accountability, research-based practice and specialisation. By contrast, the teachers’ union highlights research-informed practice, responsibility for educational quality and professional ethics. There are three main areas of discursive struggle focused by the teachers’ union: the resistance to accountability policies, the redefining of research-based practice and the lengthening of teacher education. The authors argue that the teachers’ union is adopting an increasingly more active approach, thereby also challenging the idea that the teachers’ union is less interested in developing and taking responsibility for the quality of school education.     

Professionalization of progress and expertise among teacher educators in Iceland: A Bourdieuean interpretation

This paper considers the use of the conceptual framework of Pierre Bourdieu to study curriculum reform and the professionalization of teacher educators in Iceland. It argues that it is theoretically productive to interpret professionalism as the production of expert knowledge and learned discourse. The learned discourse of the Icelandic teacher educators and other education reformers, based on child-centered perspectives, developmental psychology, and child-centered curriculum theory, has become their symbolic capital in the field of educational reform. The paper considers to what extent the discourse on teacher professionalism in Iceland in the 1980s has merely occupied the space (social field) wherein education reformers work. It argues that those who have become “professionalized” are first and foremost teacher educators, curriculum development “professionals,” and teacher leaders, and points out that this was possible in an intermediate social space with much room for a creative redefinition of what can count as capital.     

东南亚地区教师地位与教师专业发展的形势与策略——对联合国教科文组织报告的解读

为应对社会经济和技术飞速发展对教育质量提出的新要求,实现全民教育目标,东南亚地区各国注重教师地位的提高和教师专业性的提升,提升教师专业性也成为切实提高教师地位的重要途径。为此,东南亚地区各国应根据本地区形势采取有效的行动策略。     

中小学教师资格制度：问题与出路

教师专业化是现代教育发展的必然结果,是进一步完善教师资格制度的主要依据。作为教师专业化的重要维度,教师资格制度对于优化教师队伍、提高教师综合素养、促进教师专业发展具有极为重要而深远的意义。但是,随着教师专业化时代的到来,目前我国中小学教师资格制度在专业知识、专业技能、专业情意的规定上还存有诸多隐忧,无以满足教师专业化发展的时代诉求。为此,确立非师范生教育理论知识的课程标准或学分要求、规定教育实习的时间及其评价标准、实行教师资格定期认证制度、就成为完善教师资格制度,促进教师专业化发展的必由路径。     

Tensions in Teaching and Teacher Education: Professionalism and professionalisation in England and Canada

The argument in this article derives from a comparative case study of two pre-service teacher education programmes in England and in Canada. Using Goodson and Hargreaves' propositions about the seven principles of postmodern teacher professionalism, we discuss the tensions between government professionalisation agendas for teaching and teacher education, on the one hand, and on the other hand, the creation of conditions in schools and faculties of education in which professionalism is diminished or even systematically undermined. We extend the analysis to consider the particular tensions teacher educators experience as they manage competing definitions of professionalism within university and school contexts.