College Science, Mathematics, and Methods Teaching Faculty Talk About Science and Mathematics: An Examination of Faculty Discourse in a Reform-Based Teacher Preparation Program

In this study discourse and conversation analyses were performed on talk by science and mathematics teaching faculty participating in reforming content courses for teacher candidates participating in a mathematics and science teacher preparation project (upper elementary and middle level). The context of the study was the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project in the USA. The study's goal was to explore the use of discourse and conversation analyses as ways to understand faculty beliefs concerning mathematics and science, two disciplines the MCTP project aimed to connect. Discussion focused on two areas: (1) the comparison of the discourse on science and mathematics by the science, mathematics, and pedagogy content specialists, and (2) the impact of collaboration on the science and mathematics teaching faculty's conversation on science and mathematics. An implication of this study is to promote the analysis of talk as way to inform and direct faculty transformation in science and mathematics teacher education programs. Future research is recommended.     

教师专业化与教育学科课程改革

教师专业化客观上要求教师教育专业化,而教师教育课程改革又是决定教师教育专业化的核心因素。在教师教育课程结构中,教育学科课程应定性于专业课程,这样就使教育学科课程有了新的身份并赋予其新的内涵。围绕教育学科课程性质的变化及其教师专业化的客观要求,教育学科课程设置的目标及其课程体系必须进行相应的改革,为推动这些改革,提供必要的制度保障又是必不可少的前提条件。     

科学课教师培养的问题与对策建议

科学课是第八次基础教育课程改革新增设一门广域综合课程。科学课教师的培养作为一种新的探索,存在着专业设置的无序性、目标定位的宽泛性、课程设计的杂乱性以及组织运行的低效性等问题。解决上述问题需要政府、学团和高校多方联合,通过法律规制、专家引领和管理创新等措施协同进行。     

科学课中教师提问模式的发展述评

科学课中教师提问的发展经历了从传统的教师控制提问到以促进学生创造性思考和帮助学生建构科学知识为目的的提问模式的发展过程。当前的教师提问模式研究逐渐深入到教师提问的类型、方式和教师提问有效性的探讨。     

The (Mis) Preparation of Teachers in the Proposition 227 Era: Humanizing Teacher Roles and Their Practice

Basic to the struggle for educational equity and academic achievement is the role of the teacher. Central to how a teacher's role is enacted is the preparation a teacher receives, largely defined by teacher certification standards and impacted by legislation such as Proposition 227. In California, where one of four students enrolling in school is an English language learner, and 90% of the teachers are monolingual English speakers, the preparation prospective teachers receive becomes glaringly critical. This article examines how the anti-immigrant legislation affects teacher (mis)preparation by forcing teachers to regress to passive roles emphasizing standards-driven, technical, one-size-fits-all approaches in addressing the complex educational needs of English language learners. A bilingual teacher educator shares her attempts to humanize the teacher's role by engaging her students in critical examinations of schooling and their role as teachers.     

教师候选人选拔:问题与对策——兼评师范生免费教育制度

教师候选人选拔工作,关乎学生、教师、教育、国家的发展大计。师范生免费教育制度的重新启动,让人们燃起了选拔优秀教师候选人的希望。但仅有免费教育政策是远远不够的。我们应该把握历史脉络,厘请关键问题,痛下大决心,体现大智慧,提高教师地位,构建教师职业价值,实施多轮选拔,凸显人文关怀,迎来良性局面。     

Creating a Climate of Self-Awareness in Early Childhood Teacher Preparation Programs

This article discusses the importance of helping preservice teachers develop a sense of self-awareness. This involves, in part, helping preservice teachers develop an ability to examine and identify the personal characteristics, beliefs and attitudes that make them who they are and influence the way they think about teaching and learning. The authors offer several suggestions for creating a climate in teacher education programs that will promote a developing sense of self-awareness in preservice teachers.     

论师范大学的发展与教师教育的改革——以北京师范大学的改革探索为例

发展教师教育是提高教育质量、促进教育公平、建设创新型国家和人力资源强国的重要基础,也是当前社会广泛关注的热点问题之一。近年来,北京师范大学顺应我国教师教育的发展潮流和走向,积极应对高等师范院校面临的挑战,进行了一系列改革探索,取得了显著成效,这进一步证明,在我国师范大学发展和教师教育改革的过程中,教育观念的转变是先导,体制机制的创新是关键,人才培养模式的改革是核心。为了继续推动师范大学发展及教师教育改革,应该尊重高校办学自主权,积极探索多元化教师培养模式;应该通过政策法规和相关制度建设,进一步推动开放灵活的教师教育体系的构建;应该建立相应的保障体系和监测机制,制定标准,保证教师教育的质量;应该继续加大经费投入,创建创新基地,启动创新平台建设项目;应该把教师纳入公务员系列的问题提上议事日程,尽快出台免费师范生工作的政策细则;应该正确引导公众舆论,为高师院校营造公平竞争和自主发展的宽松环境。     

美国四年制与五年制教师培养方案比较研究

四年制和五年制教师培养方案是美国教师职前培养的两种主要方式。文章从学制和学位、录取条件、课程设置和培养效果等方面对两种教师教育方案进行了比较分析。中国可以借鉴关国的经验,设置多样化、多层次的教师培养方案,要注意师范教育课程中学术性和专业性课程的均衡以及加强教师培养中对实地经验的重视。     

Undergraduate Mathematics Experience: Its Significance in Secondary Mathematics Teacher Preparation

This paper reports views of studentteachers on a one year secondary teacherpreparation course about their undergraduateexperiences of learning mathematics. Writtenresponse data were collected from 173 studentteachers (trainees) from several differentinstitutions and their views were collated andthematised. The principal issues that arise arethose of discontinuity of experience fromschool to university, the lack of preparednessfor ``struggle' in the face of challengingmathematics at university and an unresponsivestyle of teaching and assessing. Thesignificance of these views to the students asprospective teachers and the ways in which theycould be used by teacher educators on trainingcourses is discussed.     

Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender,Education Level,Courses in Science,and Attitudes Toward Science and Mathematics

A multiple regression analysis of the relationship between prospective teachers' scientific understanding and Gender, Education Level (High School, College), Courses in Science (Biology, Chemistry, Physics, Earth Science, Astronomy, and Agriculture), Attitude Towards Science, and Attitude Towards Mathematics is reported. Undergraduate elementary science students (N = 176) in an urban doctoral-level university in the United States participated in this study. The results of this study showed Gender, completion of courses in High School Chemistry and Physics, College Chemistry and Physics, and Attitudes Toward Mathematics and Science significantly correlated with scientific understanding. Based on a regression model, Gender, and College Chemistry and Physics experiences added significant predictive accuracy to scientific understanding among prospective elementary teachers compared to the other variables.     

专注高品质师资培育:多伦多大学MT项目探析

教学硕士(MT)项目是多伦多大学安大略教育研究院教师教育硕士项目,旨在培养杰出的中小学教师及教育行业的卓越领导者。MT项目构建运行非常具有特色,结合了教学硕士学位与中小学教师认证,社群协作的学习模式,满足未来教学需要的特色课程,穿插模块式的教学实习,原创性小规模的课题研究。安大略教育研究院的MT项目与我国教育硕士专业学位研究生培养有很多相似之处,探讨MT项目运行情况,可以为我国完善教育硕士专业学位研究生培养获得一些思考与借鉴。     

论理工科大学社科科研管理的改革

STS所倡导的是一种跨学科、跨专业领域的意识和精神,可指导高校社科科研管理工作的改革。根据当前高校社科科研管理面临的新形势,理工科优势大学社科科研以STS理论和方法为指导,引证举例,提出了理工科大学社科科研体制改革的方法及途径。     

美国科学教育师资培训的研究及启示

科学课程的教师培训极为重要,我国中小学科学教育师资严重不足的问题不容忽视.本文介绍和分析美国科学课程师资培训的做法与经验,反思和研究我国科学课程教师教育的实际状况,对如何实施科学课程教师的培训提出一些参考性建议.     

Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence

New Zealand is moving towards increased qualification requirements for early childhood educators. There is an underlying assumption that there is a correlation between quality early childhood education, teacher qualifications and quality practices in teaching and learning. Two fields of literature, early childhood pedagogy and science specific pedagogy, are reviewed briefly to provide a framework with which to consider why student teachers' attitudes, misunderstandings and misconceptions in science can limit their ability and willingness to create quality teaching and learning opportunities. The study reported in this paper highlights, in general, that early childhood student teachers' subject knowledge in science was poor. It also emerged that the student teachers were unaware of how little they knew and how this might affect their ability to provide appropriate science experiences for young children.     

未来教师职业准备的困惑与调适

新教师面临角色价值观与个人价值观、理想标准和实际状况、新理念与旧评价以及胸怀大志与成效低微的矛盾冲突,教师坚守个体生命价值、加强修养、适时降低期望的自我调适是走出困惑的适当途径。     

双语教师教育教学技能实践模式在科学学科的实践与运用研究

文章对如何使双语教师真正成为合格的科学教师进行了研究,总结了抓住双语教师培训工作的实践环节,不断巩固和提升培训效果、增强参训教师双语教学适应能力的具体措施,为探索提高双语教师培训质量的有效途径提供参考.     

新西兰职前教师教育项目认证改革:背景、举措及启示

受新自由主义改革绩效不理想和职前教师教育项目认证存在诸多弊端的影响,近年来,新西兰政府积极推进职前教师教育项目认证的改革工作。改革举措主要包括:建立新西兰教学委员会,确立其在认证中的领导地位;重塑认证标准框架体系,制定符合时代发展趋势的认证标准;构建认证后项目质量监督保障机制,促进项目持续改进;提出规范证据性质、管理的各项要求,破解盲目循证的"迷局"等。有鉴于此,我国师范类专业认证可进行如下探索:注重各方协同推进,搭建部、省、校三位一体认证组织框架;紧跟时代发展趋势,动态化管理认证标准应对认证需求变动;落实持续改进理念,建立健全认证后专业质量监督保障机制;推动科学循证认证,孕育多层次证据应用生态应对实践困境。     

中小学教师“院校协作”教研培训模式探讨

院校协作是指大学与中小学建立协作关系：大学院校通过组建学科研究团队,设立培训试验研究基地,规范合作机制,以课堂学习研究为载体开展教研。该协作关系在一定程度上可提高教师教育学者的素质,并优化教师培训“效能”。     

试论我国特殊教育师资培养中的几个争议问题

随着社会变迁和特殊教育的发展,我国的特殊教育师资培养在观念、体系、目标、课程设置等方面出现了一些与时代发展不同步的地方,并由此产生了一些有争议的问题。本文在简单回顾我国特殊教育师资培养发展历史的基础上,对目前关于特殊教育师资培养体系、培养模式、培养层次上的三个争议问题做出分析。作者认为,目前我国特殊教育师资培养应逐渐倾向于在普通师范院校和综合性大学中进行,培养模式应以不分类为主,培养层次也应由过去的中师提高到大学本科水平及本科以上水平。