教师教育中家庭参与课程的框架设计

家庭参与子女学校教育成为当代国际教育改革的趋势,它将积极促进子女的健康成长与学校教育的良性发展。但是这些积极有效的教育效果是建立在教师具备良好的家庭参与信念和知识技能的前提之上的。家庭参与课程,就是以培养未来教师具备让家长成为学校教育过程中的积极伙伴的知识、技能与情感的课程。本文针对我国教师教育课程方案中家庭参与课程的缺失问题,立足学校教师与家庭伙伴关系的角度,尝试建立新的教师教育专业家庭参与课程的框架,并对该课程的实施提出了一些建议。     

Using Our Understanding of Families to Strengthen Family Involvement

The purpose of this article is to help teachers become more responsive to the changing needs and contexts of families in their efforts to establish relationships and encourage family participation. Through this article, the authors describe the changing landscape of parenting and the stressors experienced by contemporary families. The authors then provide a review of research that describes strategies that have been successfully employed by teachers of young children to foster increased communication and family involvement. The article concludes with suggestions to help early childhood professionals change their paradigm of parent involvement from a school-centric perspective to one that is more family-centric.     

“教师学习”研究的发展及其对职前教师教育的启示

20世纪70年代以来,人们对教师学习、教师专业发展、教师在教育改革中的角色的理解有了很大的转变。教师学习与职前教师教育密不可分,是教师个人专业成长的过程。近年来,有学者对国际上有关教师学习的研究领域的相关重要概念进行了梳理和分析,并探讨了其对职前教师教育课程的设计与实施的启示,他们的研究既能丰富教师教育中的实践元素,也能适时地补充当前我国教师教育课程改革的理论空隙。     

Opening Doors: Understanding School and Family Influences on Family Involvement

Family involvement in schooling can benefit young children, teachers, and families. Family involvement in schools can be influenced by both school-related and family-related factors. School-related factors include teachers’ attitudes toward families, and school and teacher expectations. Family-related factors include ethnicity, prior school experiences, and family work schedules. Teachers who recognize and understand these influences can employ a variety of strategies to facilitate the involvement of families in the school experience of young children.     

Life in the Village: Teacher Community and Autonomy in an Early Childhood Education Center

This article presents findings from a qualitative case study of a public early childhood education center whose motto, the familiar African proverb “It takes a village to raise a child,” reflects the emphasis given to teacher community in the official school discourse. The meanings teachers gave to professional community were investigated. Interviews and observations were conducted at the school over a period of 12 months. Data analysis revealed an inherent tension between community ethos and personal autonomy. These findings suggest that professional teaching community is complex and contradictory, and that explicitly addressing the tension between community and autonomy would enhance teacher education and professional development.     

Promoting School and Life Success Through Early Childhood Family Literacy

Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.     

Father/Male Involvement in Early Childhood Programs: Issues and Challenges

Currently there is tremendous support in the U.S. for increased parental involvement in early childhood settings. In addition, societal attitudes have changed recently, so that men are now expected to be much more involved in childrearing activities than in the past. Taken together, these two shifts in societal attitudes suggest the time is right to encourage greater father/male involvement in early childhood programs. However, such outreach efforts will face challenges. Based on the Men & Kids project in Urbana, Illinois, this paper identifies several specific challenges early childhood educators face as they explore ways to encourage greater levels of father/male involvement in their programs, along with preliminary suggestions for overcoming them.     

美国幼儿教师培养的价值取向流变

自美国幼儿教师培养伊始,其价值取向经历了四种不同的价值取向流变:其一,"福禄培尔主义"技能取向,主张在"福禄培尔主义"影响下,幼儿教师培养需侧重技能;其二,科学主义实证取向,认为在科学主义思潮下,幼儿教师培养需建立在心理学基础上学习多种知识,并懂得实证研究方法 ;其三,人文主义人本取向,关注在人文主义主题下,幼儿教师培养之根本在于成人的过程,关怀幼儿教师个体价值;其四,二元价值观融合的专业取向,强调科学主义与人文主义融合趋势下,幼儿教师培养需符合专业要求,并能促进儿童的学习与发展。     

Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice

This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence.     

Exploring the Dynamics of Teacher Perceptions of Homeless Children and Families during the Early Years

The perceptions teachers have of homeless children and their families are a significant influence on children and parents. These perceptions of teachers are explored from a social justice view and in relation to barriers that may impede teacher development of nurturing and supportive perspectives. Effective strategies for helping teachers strengthen their perspectives of homeless children and families are presented and discussed.     

教师团队建设：教师专业发展的有效路径

教育改革的关键因素是教师文化的变革,是教师价值理念、行为方式的综合变革。教师团队建设,是建设优质教师团队、促进学生发展和学校内涵发展的重要路径,这已成为教育界的共识且日益得到广泛的关注,教师团队建设在实践中也形成了多种模式。要加强教师学习共同体的建设,真正发挥教师发展学校的重要作用,打造一支学习型的教师团队,真正形成教师和学校共同发展的合作型教师文化。     

教师文化与教师专业成长

教师文化的类型与教师的专业化程度存在着密切的内在联系。二者在教师职业发展历程中相互促进、相互制约共同发展着。其关系在动态上表现为适应中的共同发展,在静态上表现为制约中的相互促进。专业化的教师文化的形成需要在教师职业专业化的实践进程中,由全社会配合教师群体共同加以培育、生成。     

赋权予教师:教师专业发展中的教师领导

教师专业发展中的教师领导有两个方面的意义:一是领袖教师对其专业群体的引领;二是教师自主的专业发展。鼓励同侪协作,发挥优秀教师的示范-引领-辐射等作用固然重要,但教师的自主才是专业发展持续且有效的基础。在中国大陆,教师在职的专业发展受到行政部门的主导,骨干教师们在各种专业发展活动中发挥着重要作用,然而也呈现出精英化、等级制与工具性等特征。此外,由于处处受到行政干预,教师的专业发展充满着功利色彩、被迫与被动。我们认为,只有赋权予教师,留给教师自主发展的空间并提供更多选择,才能促成教师持续而有效的发展。教师领导的专业发展应成为教师专业发展的原则之一。     

Families and Educators Together: Raising Caring and Peaceable Children

This article presents key information on the substance of developing family–educator partnerships to promote caring in children and families during the early childhood years. Specific strategies are presented and discussed with special emphasis on honoring parents and families in their journey to promote caring and peaceable children.     

Learning Classroom Management Through Web-Based Case Instruction: Implications for Early Childhood Teacher Education

In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.

教师专业化：我国教师教育发展的机遇与挑战

教师专业化是世界教师教育发展的趋势和潮流,也是我国教师教育改革的现实需要和努力方向。为推进教师专业化建设,必须对我国现行的教师教育制度进行改革：建立教师教育一体化模式,实现教师教育终身化;以教师专业化为导向,优化教师教育课程结构;改革教师培养模式,提高教师学历层次;打破传统的教师培养体系,建立多元化、开放的教师教育体系;建立教师专业发展学校,加强理论与实践的结合。     

Multimedia and Online Video Case Studies for Preservice Teacher Preparation

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.