从拉筹伯大学教育实践课程看澳大利亚教师职前培养的特点

澳大利亚教师职前培养非常重视实践训练，其实践课程计划明确了课程结构、教学实习内容、指导教师角色以及实习教师评价等多方面要求。由此可以看到澳大利亚教师职前培养的特点：以教学实习的序列计划促进教师职业技能的逐步获得；重视实习准备，丰富实习教师的感性认识；明确时实习教师的评价标准与预期；实习教师、学校指导教师和大学指导教师角色任务明晰，在大学与中小学校舍作中实现共同的职业发展。     

澳大利亚教师教育标准化的新发展——“职前教师教育课程国家认证系统”的构建

澳大利亚"职前教师教育课程国家认证系统"由认证目标、师范毕业生标准和课程标准及基本的认证程序组成,强调国家系统的建立、系统各部分的整合、伙伴关系的形成、课程的全纳及创新。这是澳大利亚从国家层面保障职前教师教育课程质量的首次尝试,是澳大利亚教师教育标准化的新发展。     

转型期澳大利亚校本教师教育的特点及其启示

20世纪80年代以来,澳大利亚实施了一系列旨在提高教师教育质量、推进教师专业发展的教育变革。从其职前实习、入职辅导、在职培训三阶段,可明显看出澳大利亚校本教师教育的特点,这对我国当前的教师教育有着重要启示。     

当前澳大利亚教师教育的特点和启示

教师教育意味着要实行教师教育培养和职后培训进修一体化。当前澳大利亚教师教育的特点是适应其课程改革的需要,将专业设置和课程体系进行了实质上的整合。同时,澳大利亚还对教育资源中心进行了重组,从资源收藏的组织管理上力图最大程度地满足教师专业发展的需要。此外,澳大利亚的教师职后培训与进修也以教师的日常教学需要为重点,有的放矢地培训。应该说,澳大利亚规划教师教育的做法对中国教师教育的发展是有启示作用的。     

澳大利亚的教师教育与管理

澳大利亚的中小学教育为13年学制，5岁入读1年学前班，小学1至6年级，中学7至12年级。前10年为强制义务教育，后2年为高中教育。学生修毕中学第一阶段(10年级)，经校内考试与教师评定合格，发给初中毕业证书。第12年末，学生经考试合格，发给高中毕业证书。中学最后1年的成绩可作为升学的依     

澳大利亚教师教育质量保障体系:21世纪初的挑战与变革

21世纪初,澳大利亚各级政府为教师教育的发展提供了法律保障、政策支持和专业标准的指导,建立了较为全面的教师教育质量保障体系.在追求高质量发展的同时,澳大利亚教师教育也面临不同层面的困境,尤其是教师教育的管理和教师评估的策略与方法.本文从体系保障、师资保障、过程保障和结果保障几个方面讨论了澳大利亚教师教育机构、教师教育者在提供教师教育过程中应坚持的基本原则和改革方向.     

职前教师教育课程结构与学分设置

在调查和研究的基础上,结合当前我国教师教育实际,《教师教育课程标准》构建了一种模块化、选择性和实践性的职前教师教育课程结构和集规范性、灵活性和平衡性于一体的学分设置体系。课程结构与学分设置是教师教育机构开展教育教学的依据。     

美、英、澳三国教师教育课程设置的现状与特点

美国、英国和澳大利亚三国的教师教育课程设置各具特色,美国注重教师专业化,英国注重合格教师资格标准化,澳大利亚注重专业实践体验化。同时,三国也呈现出发达国家教师教育课程设置上的一些共性,包括创建开放灵活的课程模块,强化大中小学之间的联系,关注实践课程的开设和学生实践能力的培养。三国的教师教育课程设置适应了教育形势发展的要求和世界性教师教育改革的潮流,体现了较高的教师教育课程的研究水平。     

澳大利亚中小学科学课程特点

尽管实行联邦制的澳大利亚各州和行政区的科学教育并不相同，但其科学课程件都有共同的特征，具体包括以下几个方面—— 一是科学主义与人主义并重，“化脱盲”与“科学脱盲”并重。除了对“科学”“技能”有特定的要求外，对“价值观和态度”也有专门的论述，并规定了每一学习阶段学生要达到的目标。[第一段]     

澳大利亚幼儿园课程设置的特点与发展趋势

课程始终处于教育的核心地位,决定着教育目标的达成。在澳大利亚新一轮的课程改革中,幼儿园课程设置的主特点是课程理念坚持"以儿童为中心",课程目标关注全面发展和个性培养,课程内容突出基础性和实用性,课程结构强调综合性和灵活性,课程设计注重生成性和持续性。同时,课程设置还呈现出缩减课程内容、加强课程整合、重视多元文化和统一课程标准等发展趋势。     

Practices and Innovations in Australian Science Teacher Education Programs

This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern.     

美国教师教育专业的宏观结构分析

随着美国教师教育大学化、专业化以及解制等改革运动的发展,美国教师教育专业形成了6种时间与学位结构:"分离型"或"整合型"4年制、"分离型"或"整合型"5年制、"分离型"6年制、替代性模式.为适应美国公立学校系统的组织结构和州政府的教师执照制度结构,美国教师教育专业设置了4种任教学段结构:幼儿教育、初等教育、中等教育和全年级教育等.中等教育和全年级教育专业根据教学科目进一步分化出不同的任教学科结构.     

Scenarios for Teacher Education Programs

This paper discusses the history of Internetbased videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals in a wide variety of settings and thereby increase depth, diversity, and effectiveness of preservice teacher education. Partners include P-12 schools, practicum sites, and other universities. The article focuses on real-time interactions among two or more locations in which at least one of the sites involves a larger space and/or a large group of participants. Scenarios of successful videoconferencing are included along with lessons learned. Practical guidelines for building collaborations, establishing technical connections, preparing for and running videoconferencing sessions, and maintaining communications are provided.     

Re-thinking America's Teacher Education Programs

More than ever before, our nation needs teachers who are not only motivated to teach but who are also properly educated, trained, and prepared for the many challenges that are facing our nation's K-12 public schools. The education departments and schools at our colleges and universities cannot continue to do business as usual—they need to adjust their teacher preparation programs to effectively support the changing times, and to provide our future teachers with a realistic and rigorous education. There is little or no disagreement among educators, social scientists, or anyone else for that matter, that great schools are the product of great teachers. It makes sense, therefore, to create a world-class teacher education and training program.     

Documentation Panels Enhance Teacher Education Programs

Documentation of children’s projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn how to ask appropriate questions that reveal the progress of the project and then reflect the information onto a panel that preserves the growth of the child’s thinking. Panels are an effective way to help student teachers convey their knowledge about young children and appropriate methods of teaching.     

我国教师教育专业设置研究

本文在借鉴发达国家教师教育专业设置经验的基础上指出,在高等教育学科谱系中增加教师教育二级学科,在此学科下根据不同的教育层次来设置宏观的教师教育专业,在这个宏观布局下再根据教学科目来设置微观的教师教育专业或方向。     

澳大利亚教师教育及其课程标准的改革

澳大利亚自20世纪90年代开始对教师教育课程标准进行持续的改革,从最初的入职教师能力框架到首次建立全国教师专业标准框架,再到大体形成全国教师教育认证制度,并经过多次修订于2010年颁发了完整的全国教师专业标准,从而最终形成比较完善的教师教育认证机制和教师教育课程体系。最新的全国教师专业标准以其更加明确具体的标准结构和内容、充分体现教师专业发展阶段性和持续性的评价方式、从以过程为导向转为以结果为导向的认证要求,体现了澳大利亚教师教育课程标准更加开放灵活的发展理念,反映出国际教师教育改革的共同趋势和澳大利亚教师教育改革的鲜明特色。     

Issues and Directions in Australian Teacher Education

As from February 2001 all new entrants into teaching in England have been required to take and pass skills tests in the fields of numeracy and literacy before they are allowed to move on to the school-based induction phase of their training. These computerised tests were preceded by a paper-based numeracy test. In light of the considerable concern about the impact of the tests, we undertook a small pilot study consisting of interviews with a range of relevant people and written responses elicited by our letter to the Times Educational Supplement announcing our study and inviting contributions. Based on this data, our article focuses on: the origins and rationale of the tests; student and tutor response; institutional procedures and support for student teachers taking the test; issues of equal opportunities and social justice; technical requirements of testing; and implications for the recruitment of teachers. The conclusion that we draw is that there are major flaws in this recent example of 'fast policy' that may have serious implications for the future shape of the teaching workforce.