美国“双证式”融合教育教师职前培养项目的概况和启示——以田纳西大学早期教育融合教师培养项目为例  

A General Introduction to Dual Licensure Pre-service Teacher Education Programs in the United States and Their Implications: A Case of the Inclusive Early Childhood Teacher Preparation Program in the University of Tennessee

作　　者：冯雅静[1] 王雁[1] 

机构地区：[1]北京师范大学教育学部特殊教育系,北京100875

出　　处：《中国特殊教育》2015年第3期65-71,共7页Chinese Journal of Special Education

摘　　要：融合教育的理念和实践为教师素养和职前培养提出了重大的挑战。在此背景下,美国将普通教师和特殊教师培养完全融合的"双证式"培养项目成为了目前美国主要推行的教师职前培养模式。本文即以田纳西大学的早期教育教师培养项目为例,分析其基本理念和实施情况,并在此基础上结合我国的现实需要提出了思考和启示。The concept and practice of inclusive education has brought a great challenge to teachers＇ quality and preparation; under these circumstances the United States has started to implement the dual licensure programs, where general education teachers and special education teachers attend to completely inclusive pre-service education programs. This paper, based on an analysis of the ideas and practice of the inclusive early childhood teacher preparation program in the University of Tennessee, as well as China＇ s actual needs, gives reflections and implications.

关 键 词：融合教育教师 职前培养 双证式 启示 

分 类 号：G760[文化科学—特殊教育学]