美国特殊教育教师职前培养的历史演进及其启示——基于教师胜任力的视角  

The Historical Evolution of Special Education Teachers’Pre-service Training in America and Its Enlightenment——A Perspective of Teachers’Competency

作　　者：傅王倩[1] 王雁[1] 王勉[2] FU Wang-qian;WANG Yan;WANG Mian(School of Special Education,Beijing Normal University,Beijing,100875,China;Gevirta Graduate School of Education,University of California,California,93106,America)

机构地区：[1]北京师范大学特殊教育学院,北京100875 [2]美国加州大学圣巴巴拉分校教育学院,加州93106

出　　处：《教师教育研究》2023年第3期122-128,共7页Teacher Education Research

基　　金：北京师范大学教育学部惠妍国际学院国际联合研究项目(ICER202103)成果之一。

摘　　要：关于特殊教育教师胜任力的研究和实践深刻影响了职前特殊教育教师培养的模式。通过对美国特殊教育教师职前培养模式的发展阶段分析,发现美国特殊教育教师职前培养演变动力为特殊教育教师的表象胜任力的范围扩大、内容更新;深层教师胜任力的重要性愈加凸显;教师胜任力从静态走向动态。形成了特殊教育教师的职前培养与特殊教育发展现实紧密联系、基于特殊教育教师胜任力的认识不断改革职前培养方式、制定特殊教育教师胜任力标准以规范职前教师培养的特征。最后,结合我国特殊教育的发展现实,提出我国特殊教育教师职前培养的建议。The research and practice of teacher competence have deeply influenced the model of pre-service special educa-tion teacher training.Based on the analysis of the development stage of the pre-service training model of special education teachers in the United States,we found that its evolution motivation is the expansion of the scope and content of the apparent competence of special education teachers;the importance of deep teacher competence becomes more and more prominent;teacher competence transferred from static to dynamic.Taking a comprehensive look at the pre-service training of special ed-ucation teachers in the United States,it shows that the pre-service training of special education teachers is closely connected with the development reality of special education.Based on the understanding of the competency of special education teach-ers,it constantly reforms the pre-service training mode and formulates the competency standards of special education teach-ers to standardize the pre-service teacher training.Finally,combining the development reality of special education in China,some suggestions about the pre-service training of special education teachers was put forward.

关 键 词：特殊教育教师 职前培养 教师胜任力 

分 类 号：G659.712[文化科学—教育学]