教师教育者循证实践与教师教育证据迭代  

Teacher Educator Evidence-Based Practice and Teacher Education Evidence Iteration

作　　者：宋萑[1,2] 徐淼 Song Huan;Xu Miao(Center for Teacher Education Research,Beijing Normal University,Beijing 100875,China;Teacher Education College of Qinghai Minzu University,Xining Qinghai 810008,China)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 [2]青海民族大学师范学院,青海西宁810008

出　　处：《教育科学》2022年第3期8-14,共7页Education Science

基　　金：国家自然科学基金资助面上项目“如何提升教师培养质量:教师教育项目对师范生专业学习及其从教表现的影响效应与机制研究”(项目编号:71974016)。

摘　　要：在教师教育领域中强调循证概念目的在于凸显教师教育者工作的专业性。目前教师教育实践领域存在缺乏本体研究以及未对证据合理使用的问题,因此需要推进教师教育者的循证实践。循证教师教育者因而需要在课程内容、实践形式两个层面开展教育教学研究,并在此基础上不断寻找“最佳证据”,再根据“最佳证据”做出决策,进行实践。这些证据以“教”、教“教”、学“教”为基础,并通过实验研究调适证据,通过行动研究优化证据,以形成证据的迭代,最终为高质量的教师教育实践奠定扎实的研究基础。The purpose of emphasizing evidence-based concepts in the field of teacher education is to highlight the professionalism of teacher educators’ work.At present,there are problems of lack of ontology research and rational use of evidence in the field of teacher education practice.Therefore,it is necessary to promote the evidence-based practice of teacher educators.Therefore,evidence-based teacher educators need to carry out education and teaching research at the two levels of curriculum content and practice form,and on this basis,continue to search for the“best evidence”,and then make decisions and practice based on the“best evidence”.These evidences are based on“teaching”,teaching“teaching”,and learning“teaching”,and through experimental research to adjust evidence and action research to optimize evidence,so as to form the iteration of evidence,and finally lay a solid research foundation for high-quality teacher education practice.

关 键 词：循证实践 教师教育者 证据 证据迭代 循证教师教育 

分 类 号：G65[文化科学—教育学]