美国网络教师的培养及启示

美国将网络教育视作促进教育改革、提升教育质量的重要途径,并认为网络教育对教师的专业素养有新的要求,因此十分重视对网络教师的培养。本文从宏观背景、资源建设、实践平台、质量保障四方面分析了美国对网络教师的培养。文章首先介绍了美国《国家技术教育规划》的沿革,并以此作为美国网络教师培养的宏观背景;其次,分析了美国多元与系统的网络教师培养课程及丰富的学习资源;再次;介绍了作为美国网络教师实践平台的虚拟学校的现状;最后,梳理了作为教师质量保障的专业素养标准与系统支持。文章最后探讨了美国网络教师培养对我国的启示,包括把握网络教育的本质、重视网络教师的培养;明确网络教师的专业素养要求并据此系统设计培养课程;重视网络教师的自主发展并支持经验共享。     

TEACHNJ： An Evaluation of Two Years of Implementation

In July 2009, the Obama administration lauched its $4.35 billion Race to the Top （RTT） Fund, providing states with competitive grants in an effort to reform education. One of the main conditions of this program was to award educational innovation. With this in mind, states enacted new legislation in the hopes of attracting more funding for their proposed programs. Although there were many levels of reform targeted by the RTT, of significance to this research is the emphasis placed on improving teacher effectiveness and measuring teacher performance via evaluation systems. The Teacher Effectiveness and Accountability for the Children of New Jersey （TEACHNJ） Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the quality of instruction. This research explores the impact the TEACHNJ Act has on teacher evaluations and professional development. A survey was administered to 1,235 public school teachers in New Jersey to ascertain teacher perceptions of the： （a） evaluation system in their school; （b） level of communication between teachers and administrators; and （c） availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concem that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over ti     

高校教师在线专业发展的学习共同体机制探究

高校教师专业发展必须从外部驱动的＂目标—结果＂范式转向教师的专业自觉行为,使教师成为教学的行动研究者和反思者。教师在线学习共同体的出现,为教师专业发展开辟了一条新的途径。依据在线教师发展的内涵,高校教师专业发展的在线学习共同体机制的结构体系有交互层、媒介层和资源层三层,其具有共同的文化认同,共同的学习氛围、共同的学习机制、共同的学习资源、共同的行动研究及共同的愿景等特征。     

新教师专业发展:从师徒带教走向专业学习社群

新教师在入职后将面临专业知识、情绪感受和社会适应的专业困境,而目前新教师专业发展的主要形式——入职教育和师徒制——所秉持的仍然是传统教师专业发展范式,忽视新教师自主。因此,未来新教师专业发展应从专业学习社群的角度来建构,为新教师提供社群土壤。     

The genesis of mentors’ professional and personal knowledge about teaching: perspectives from the Republic of Ireland

This study investigates the sources of mentors’ knowledge about teaching. A mixed-method research design combining quantitative and qualitative data collection methods was used to examine this area. The findings of the study suggest that: mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and, to a considerable extent, from their own personal experiences. The authors argue that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.     

从师徒制看高中英语教师专业成长

通过观察、实录和访谈开展高中英语教师第一学年的师徒带教跟踪研究,结果表明:师徒制运行背景下高中英语教师专业成长特点是实践性、长期性、动态性和环境依托性,主要表现为学科教学能力、职业意识态度和人际交往关系的变化,其影响因素是师徒带教、反思学习、实践群体及教育环境。     

“三明治”教学模式下的“专业导师制”实践

台州学院土木工程实施“三明治”教学模式,交通土建作为大土木的专业方向,存在学生专业学习时间过短的问题。为了发挥“三明治”教学模式的优势和促进学生专业学习,以加强专业教学和培养学生专业技能为目的,制定并实施了“专业导师制”教学方案,同时形成了一整套评价体系,通过效果评价表明“专业导师制”实施,使交通土建学生专业学习得到有效的加强,保证了三明治教学有效实施。     

An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings

Mentoring in Teacher Education is a key component in the professional development of student teachers. However, little research focuses on the knowledge shared and generated in mentoring conversations. In this paper, we explore the knowledge student teachers articulate in mentoring conversations under three different post-lesson approaches to mentoring: dialogue journaling, regular conferences and stimulated-recall conferences. Propositional discourse analysis identified 4534 propositions that were subsequently classified into four types of knowledge: recalls, appraisals, rules and artefacts along with the precision of arguments therein. Additionally, log-linear analyses were conducted to search for differences among the three mentoring approaches. The results indicate that dialogue journaling demonstrated more appraisals of practice, regular conferences emphasised rules and artefacts, and stimulated-recall favoured more precision in the type of the arguments stated. The three mentoring styles favour different but complementary understandings of practice and point to the impact of various approaches to mentoring on the sort of knowledge shared and generated in post-lesson mentoring conferences.