研究型教师教育：教育学本科生培养计划的历史分析及启示
Inquiry-Oriented Teacher Education:Lessons Learned from a Historical Analysis of a B.Ed.Degree Program
安东尼·克拉克1
作者信息
- 1. 加拿大英属哥伦比亚大学 教育学院，温哥华 V6T 1Z4
- 折叠
摘要
长期以来，“研究”(inquiry)成为北美许多教师教育计划追求的目标，它频繁出现在使命宣言、项目描述以及课程名称中。人们不但希望师范生在本科教育期间有研究的体验，还期待他们在毕业后的教学实践中关注“研究”。在北美教师教育项目---英属哥伦比亚大学教育学本科学位---的情境范围内探讨“研究”这一概念，以 Tom 的“研究的三个维度”理论为框架，分析该教育项目中“研究”被纳入教育构想的程度以及“研究”在培养计划中所占的比重。众多经验教训中的几个重要启示是：“研究”这一概念正处于加速流变之中；把教师教育实践活动与教师教育研究隔离开来导致危机的产生；均衡“办学体制”(system of schooling)与“教育性目的”(educative agenda)二者间关系的努力遇到挑战；教师教育需要终身制教师的参与。
Abstract
“Inquiry”in North America has long been a stated goal of many teacher education programs. References to inquiry feature frequently in mission statements,program descriptions,and course ti-tles.The hope is that student teachers experience inquiry as part of their B.Ed.program and graduate with an inquiry-orientated focus to their teaching practice.The following paper explores the notion of inquiry within the context of a North American teacher education program-the University of British Columbia??s B.Ed.degree-by using Tom??s (1 985)three dimensions of inquiry as an analytic frame for considering the degree to which inquiry is conceived and taken up within that program.Critical lessons learned include,among others:the incremental shift in conceptions of inquiry;the danger of separa-ting the practice of teacher education from research in teacher education;the challenge of balancing the ‘system of schooling’with the ‘educative agenda’;and the need for tenure and tenure-track facul-ty to be involved in teacher education.
关键词
研究型教师教育/培养计划/三分式分析框架/终身制教师/办学体制/教育性目的Key words
Inquiry-Oriented Teacher Education/B.Ed.Degree Program/Three-part Analytic Frame/tenure-stream faculty/system of schooling/educative agenda引用本文复制引用
基金项目
本文由西南大学教育学部全晓洁、陈克磊翻译,王牧华审校,东北师范大学教育学部王芳修订()
出版年
2014
NETL
NSTL
维普
万方数据