Teacher educators mediating curricular reform: anticipating the Australian curriculum

Many education systems are experiencing a re-scaling and consolidation of governance through rolling national agendas of standardisation and centralisation. The present article considers the case of Australia as it moves towards implementing its first national curriculum, to explore how teacher educators plan to retain pedagogical space for debate, diversity and contestation of such systemic curricular reform. The present article reports on an interview study conducted with nine teacher educators across the four curriculum areas included in the first wave of the Australian curriculum: English, science, mathematics and history. The analysis reveals how teacher educators reported professional dilemmas around curricular design, and planned to resolve such dilemmas between the anticipated changes and their preferences for what might have been. While different curricular areas displayed different patterns of professional dilemma, the teacher educators are shown to construe their role as one of active curriculum mediators, who, in recontextualising curricular reforms, will use the opportunity to reinsert both residualised and emergent alternatives in their students’ professional value sets. The study also identifies a new set of dilemmas emerging around the politicisation and standardisation of curriculum, and its impact on the teaching profession and teacher educators.     

高师数学教育如何适应基础教育新课程改革的要求

基础教育新数学课程的实施对中小学数学教师的教育教学工作提出了许多新的要求。从而也为培养中小学数学教师的高师数学教育提出了更高的要求．为了适应基础教育新课程的改革．高师数学教育应加强对师范生的情感态度及价值观的教育，调整高师的课程体系与内容，倡导新的学习方式，转变传统的教学方式。改革传统的评价方式.     

从新《课程方案》谈高师钢琴教学改革

高等师范院校音乐教育专业培养的学生,必须是符合中小学音乐教育要求的合格师资。而钢琴技能如何体现出其师范性、合格性,必须在新《课程方案》思路指导下打破传统的钢琴教学法,根据本专业学生需要的实际技能,以培养实际工作能力强的学生为目的,来调整课程设置、考核手段、评价机制,有效地解决以往钢琴教学中存在的问题。只有按新《课程方案》的要求才能培养出符合新时期基础音乐教育、教学改革所需要的中小学音乐教育工作者。     

高等师范教育改革的关键是教学内容和课程体系的改革

高等师范教育要适应社会发展的需要 ,既有大学毕业生从业竞争机制的严峻挑战 ,又有基础教育深刻变革对师范教育的新要求 ,师范院校必须发挥专业优势 ,造就时代需要的优秀教师人才。高等师范教育改革的关键是教学内容和课程体系的改革 ,突出师范技能的专业教育 ,优化师范教育的课程结构 ,做到提高整体素质与强化专业基础相结合 ,拓宽专业口径与适应中学教育相结合 ,开拓专业新领域与适应和促进地方经济发展相结合 ,突出师范特色与面向基础教育相结合。高等师范院校要着眼于未来 ,努力增强师范教育体系的开放性和兼容性 ,合理使用师范教育资源 ,提高办学质量和效益 ,既出人才 ,又出教育理论、教育教学技术和现代教育方法     

新课程改革对教师的挑战

当前正在进行的基础教育课程改革对教师提出了三个挑战。一是教育观念的转变，要求教师树立新的课程现、学生观、教学观、评价观；二是教学行为的改变，要求教师学会理解，学会宽容，注重帮助和引导，学会反思，学会合作；三是角色的转换，要求教师成为学生学习的促进，成为研究和课程的建设、开发。     

基础教育课程改革中教师角色的转变

当前正在进行的基础教育课程改革要求教师的角色必须进行相应的转变。即由知识的传授者转向学习的参与者、促进者和指导者;由“教书匠”转向科研型、创新型教师;由单一型教师转向综合型教师;由传统教学方式转向现代教学方式;由面向全体学生的教学转为面向全体与面向个体学生相结合的教学。     

我国教师教育改革的路径分析——从国际经验视角审视教师资格制度

建立和完善教师资格认证制度,是提高教师专业化水平的重要举措,是提高教师教育质量的关键环节。但从国际经验视角来审视,我国教师资格制度和教师教育还存在诸多问题,对此,我们必须从四个方面对我国教师教育进行改革:其一,制定科学的教师资格认证标准;其二,对教师资格进行分类管理;其三,加强教育学科知识学习和教学技能训练;其四,打破教师资格证终身制,并与教师继续教育挂钩。     

The national in‐service courses for science teachers and their effect on educational reform in Mexico

The educational system in Mexico has undergone important changes in recent decades. One of the most important took place in 1993, when the compulsory character of secondary school (ages 12–15) was established. National In‐service Courses (NICs) were established as a way to bring curricular changes proposed in the reform near to the teachers. The results, according to the National Certification Exams, have not been satisfactory. In this paper, we describe the general context of education in Mexico, putting emphasis on teacher initial preparation and the reform that took place as well as the way in‐service courses are implemented, analyzing their possibilities to bring about real changes in science teaching and learning.     

历史语境下音乐教学法课程内容体系的反思与重构

音乐教学法课程内容体系存在受众群体忽略,人文意蕴薄弱;理论阐述有余,实践指导不足;教材内容守旧,脱离课程实践等问题,亟待改革。其内容体系可进行“五版块”式重构：人文版块专门论述音乐教育中如音乐教师职业认知、角色定位等“人”的问题;理论版块包含音乐教育的基本理论与观点;实践版块介绍国内外音乐教育实践的情况与进展;技能版块是基于传统教材中音乐技能内容缺乏的情况而设置的;拓展版块列举学习资源,供学生在课后自主学习。各个部分的内容都指向音乐教师应具备的各项能力与素质。该课程的内容改革对音乐教师教育人才培养质量的提高有至关重要的作用,能够促进音乐教师教育与基础音乐教育的对接和融合。     

Environmental education in teacher education in India: experiences and challenges in the United Nation's Decade of Education for Sustainable Development

Recognizing the need and importance of environmental education (EE) in India, recently several efforts have been made to reorient and reorganize school education and establish EE more formally. School textbooks, in all subjects and at all levels, have been revised to integrate environmental concepts. The effects of these curricular revisions will not be sustained unless they are coupled with appropriate changes in teacher education curricula. Efforts have been made to develop curriculum and other support materials for introducing EE at all four levels of teacher education in the country. Incorporating EE in teacher education involves deliberating several issues relating to content, learning and teaching methodologies, materials development and capacity building requirements for its effective implementation. This paper, by reviewing some exemplar experiences from India, seeks to examine the focus given to EE in teacher education and the challenges for teacher education in achieving the goals of sustainable development in the UN Decade of Education for Sustainable Development (UNDESD).     

常微分方程课程中的线性微分方程组的解的存在唯一性定理的教学改革探讨

以建构主义的学习理论为基础 ,结合学习的实际情况和已有的经验背景 ,创建合适的学习情境 ,对常微分方程课程中的线性微分方程组的解的存在唯一性定理的教学过程进行了改革 ,具体做法是 ,减少讲授时数 ,将讲课时间控制在10min之内 ,而将大部分时间用于学习自己练习以及学习之间、学生与教师之间的交流的探讨 ,使学生能够综合贯通 ,形成完整的知识结构。     

从技能训练走向全人发展——美国绩效标准本位教师教育课程改革分析

在教师教育标准作为教师教育改革和保障教师教育质量的一个基本前提下,受到认知主义、建构主义学习理论和课堂评价的影响,美国推进了绩效标准本位教师教育课程的改革,改变过去过于注重技能训练的标准,从教师观、教学观、教学知识基础观和评价观上提出了新的标准,以期把教师培养成为一位专业的智力工作者,形成基于情境以学生为中心的教学观,让教师掌握多向度的、综合性的教学知识,注重教学整体质量的评价,促使高素质教师发展。这一改革构建了教学专业化的复杂性的理念,教师教育课程改革呈现出从技能训练走向综合发展、对个体和个体知识关怀的实践取向的全人发展观趋势,为优化我国教师教育课程改革提供了启示。     

Program reflections on the role of longitudinal digital portfolios in the development of technology competence

Abstract

Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models.     

地方高等师范院校的改革与发展——基于《国家中长期教育改革与发展规划纲要》的分析

近十年来,地方高等师范院校经历了高等教育大众化、师范教育结构调整以及教师教育体系开放化等一系列改革,但在学校定位、人才培养、科学研究、服务社会等方面仍然存在着一些突出的问题。2010年,国家颁布实施了《国家中长期教育改革与发展规划纲要(2010—2020年)》,为地方高等师范院校带来了新一轮的发展机遇。新形势下,地方高等师范院校要坚持"师范性"与"综合性"的融合,科学规划办学定位;以服务地方为宗旨,构建鲜明的办学特色;以课程体系和人才培养模式为重点,改革创新人才培养体系;以团队建设和特色科研为突破,大力提升科学研究水平,方能在激烈的竞争中占据一席之地。     

教师个人特征中的价值与态度：走向教师教育改革

人类教育发展的历史证明,教师在教育中处于中心地位并对教育产生重大影响。在对政策、课程内容和过程方法等教师教育的主要方面进行改革的同时,信息技术的使用、质的评估、研究、网络等也异常重要。教师专业化不应局限于传统意义上的对学历资格的要求、对知识与技能的掌握,还应该包括今日优质教学所必需的个人品质、价值和态度。21世纪呼唤一种基于四大学习支柱的新教育范式的产生。一种教与学的整体分析方法旨在培养学生认知、情感与积极的态度,提高学生在知识、理解力与洞察力、价值与态度、技巧等方面的综合能力,并倡导一种更加灵活多样的评价方法。     

We train,but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey

The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers’ perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. According to the findings, teacher education should be enhanced in terms of preparing candidates for skills such as teaching in different contexts and cooperating with parents; and practicum hours needed to be improved for more effective preparation of preservice teachers. Moreover, it was also found that the preservice teachers’ subject, college, orientation towards teaching and the perceived adequacy of program components played significant roles in affecting their perceptions of teacher education.     

外语自主学习的教育观

自主学习是建立在教师的地位转变和角色变化的基础之上,从教育元认知、师生关系、教师角色转变几个方面讨论对学生的自主学习的形成作用。说明外语教师应具备最主要的能力还应有包括观念和态度等内隐素质;教师的地位和学生趋于平等、互利;教师的角色以学习者和研究者为主。     

新课程改革对中学音乐教师的素质要求

新课程改革后，中学音乐课堂教学必须进行重组或转型以适应新课标的要求。为适应新课改的发展。中学音乐教师应具备科学的世界观、价值观和思维方式；有精湛的专业技能。才能展现教学艺术；要有丰富的文化修养等综合的素质，才能成为新一轮基础教育课程改革合格的音乐教师。     

新课程对教师的挑战与应对策略

教师教育观念的更新 ,学生学习方式的转变和学校教学管理制度的重建是新课程对教师的挑战。教师必须转变和树立新的教育理念 ,推进新课程的顺利实施