音乐教师教育专业化存在的问题与对策研究

近百年来,我国音乐教师教育在办学机构、政策法规、课程设置等方面做了大量的基础性工作,但距离专业化标准要求还有很大差距。如办学单位专业水准低、法规建设不够健全、课程设置不够合理等。重新评估音乐教师教育办学单位、继续建立健全音乐教师教育法规、尽快全面实施科学合理的课程方案等,是加快我国音乐教师教育专业化进程、提高其专业化水平的当务之急。     

Multi/intercultural education in Australia and the Netherlands

In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/intercultural education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher education students.     

教师专业化与我国高师教育的改革

教师专业化是世界性的教育发展趋势,当前,我国教师教育政策改革的根本目的在于实现教师职业专业化。为了促进教师专业化的发展,我国现行的高师教育应从课程结构、培养模式、训练方式等方面进一步改革。     

专业化:教师教育的理念与策略

20世纪80年代以来,教师专业化成为世界各国广泛关注的热点之一。在这一背景下,明确教师职业的专业性,进行以专业化为核心理念和策略的改革,成为教师教育发展的潮流与趋势。本文拟从教师专业化理论的演进过程及教师专业化的核心与内涵,反思当前我国教师教育发展的现状和问题,探讨我国教师教育改革的宏观应然走向。     

Teacher education futures: compliance,critique, or compromise? A UK perspective

The construct of the ‘good teacher’ has teacher knowledge as a fundamental component; but teacher knowledge is contested. Policy makers offer one version, articulated through such documents as Teachers’ Standards. However, it might be argued that this version of teacher knowledge, largely defined by national curriculum and assessment demands, does not constitute the whole of what teacher knowledge might encompass. Using a card sort research approach, this article explores what teachers say about teacher knowledge, and the implications this might have for the future of teacher education. How might the development of ‘good teachers’ be impacted in the light of these findings?     

The possibility of cosmopolitan learning: reflecting on future directions for diversity teacher education in Australia

This paper is situated in the re-visioning ethos that has been part of the genealogy of multicultural education. In the context of teacher education, the authors ask: where to now? In this paper, they reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The unit attempted to work through ideas of ‘cosmopolitanism’ as a way of rethinking diversity education for the twenty-first century. The paper offers a critical review of multiculturalism in teacher education and examines theories associated with cosmopolitanism in the education context. The authors examine the ways in which a ‘cosmopolitan imagination’ might have relevance in contemporary contexts of diversity in Australia, and particularly in the western and south-western Sydney region in which they teach.     

Cultural sensitivity: American and British teacher trainees compared ‐ a response to Thomas Deering

How effectively are teacher trainees prepared for teaching ethnic minority pupils? What part does practical teaching experience play in developing the cultural sensitivity of trainees? Do American and British trainees differ in their levels of cultural sensitivity and, if so, what are the causal factors involved? This article is a critical response to Deering, who has identified these as his research questions. While welcoming the attention given to an important subject, we question the appropriateness of Deering's research procedure and challenge his interpretation and discussion of the findings.     

Pre- and in-service teachers’ beliefs about ELLs in content area classes: a case for inclusion,responsibility, and instructional support

This study documents differences between pre- and in-service content area teachers’ beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs’ language and academic achievement. Questionnaire data were collected from 94 in-service and 101 pre-service content area teachers. Although several significant differences were found in pre- and in-service and female and male teachers’ beliefs about responsibility for ELLs’ language and academic development, both service and gender groups appeared to hold similar beliefs about ELLs’ inclusion in mainstream classes. Results also revealed that some beliefs held by female teachers about IS for ELLs significantly differed from those of males’; however, the effects of service and gender on certain beliefs may be contingent upon a number of background factors. The article concludes with pedagogical implications for teacher education for classrooms with linguistically and culturally diverse learners.     

教师专业化与教师应对教育改革的能力

本文论述的是中国教育改革发展变化过程中的教师专业化问题,所以提出这一问题的背景,是联合国教科文组织讨论了“全民教育”的各项活动和中国教育改革.当前教育改革的目的,在于提高个体和全民发展的能力.因此,教育质量成为人们日益关注的重要问题.教师的工作职能是要推动教育改革的各项措施得到实施.本文认为,“信息时代”的要求和“知识经济”的兴起,使人们对人才的特点有了新的理解,也证实了在教育儿童和青少年成为未来工作者和公民方面存在的不足.综观中国教育改革,它是一个被迫出现的过程,导致学校对教育改革的反应不灵敏.教师作为专业人员,应该支持改革,但是他们的效能还是存在一定的问题.本文进一步认为,中国教师当前面临的主要问题是不具备应对改革的能力.有关研究表明,教师工作的本质及其关注的问题与教育改革的预期大相径庭.这一问题即使通过行政命令、在职培训、或者投入更多的教育资源也难以解决.本文认为,进行全面改革的同时,要改革学生评价和选拔制度,从文化和社会层面上来思考教师职业,树立新的教师专业发展理念.     

“Feeling is First” in ECE Science and Mathematics

This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small‐scale qualitative study into award‐bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. This is a new, alternative route for Scottish teachers to gain professional recognition and financial reward for continuing to practise, rather than seeking promotion through a management route. This small‐scale, preliminary exploration of the views of teachers who have completed the programme to masters level found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy. It is recognised that the outcomes cannot be widely generalised, as it considers only one cohort of students in one institution. However, since it is widely recognised that CPD for the teaching profession is an essential facet in improving education practice, the issues explored in this paper may be of interest to an international audience.     

专业化视野中大学化教师教育的十大观点

本通过对专业化视野中大学化教师教育的逻辑关系的建立和假设的提出,探讨了教师教育的十大观点：教师教育是一种专业教育,专业教育应在专业学院完成,专业学院需要建立专业学科,专业学科要以专业知识为基础,专业知识由专业教授创造和传递,专业教育获得专业学位,专业学位是专业资格的必要条件,专业学院需要专业认证．专业认证要依据专业标准,专业标准由专业组织制定。     

Supply and demand for teachers: is open and distance learning an answer?

Abstract

The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of teachers no longer suffices to manage imbalances in the supply of and demand for teachers in South Africa, and hence the need for open and distance learning. I further argue that the allocation of resources to higher education institutions for teacher training using distance education within South Africa, if not reviewed, will constrain the quality and capacity of institutions to respond adequately to future teacher shortages. I conclude that the discourse on teacher supply and demand should be tempered with awareness of the looming crisis of teacher retention that is always at the periphery of the planning of, and discourse on teacher provision in the country.     

Teacher education in further education 2000–2010: Subversion,avoidance and compliance

This article explores the impact of key teacher education policies created between 2000 and 2010 on further education teacher educators. Data was collected from a group of experienced teacher educators in the Midlands through a series of semi-structured interviews. This article argues that the reforms were driven by too great a concern for political ideology and established overly restrictive control mechanisms to ensure compliance. Although the need for standardisation was acknowledged, the use of competency-based standards was seen as detrimental to meaningful teacher education pedagogy. It was perceived that the policies were being implemented in a managerial manner that strove for compliance. However, where compliance was at odds with their own personal and democratic professional stance, the teacher educators used a range of strategies to subvert or avoid implementing policy in order to try to stay true to their philosophical values. Nevertheless, positive aspects did emanate from the teacher education reforms, which included a drive for professional status and a recognised level 5 qualification. These positive features now appear to have been abandoned following the Lingfield Report and a different ideological thrust to deregulate the sector.     

国际新教师专业特性论介评

面临信息化时代,各种新教师专业特性论相继形成。弹性教师专业特性论、实践性／反思性教师专业特性论、扩展性教师专业特性论、复杂性教师专业特性论和后现代的教师专业特性论就是其中的主要代表。透过这些新教师专业特性论,我们可以把握国际社会对教师素质的新要求,并且可以就教师教育的应有方向作出一定的思考,即教师教育应该重视理论与实践的关系、加强其社会－道德－情感维度和重视终身学习维度。