实践取向的美国新教育研究生院职前教师培养模式探究  

A Research on Practice-based Mode of Pre-service Teacher Training in New Graduate Schools of Education in the United States

作　　者：杜静[1] 王雨露 DU Jing;WANG Yu-lu(Faculty of Education,Henan University,Kaifeng 475004,Henan)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《当代教师教育》2023年第2期96-104,共9页Contemporary Teacher Education

基　　金：河南省2022年度教师教育课程改革研究项目(2022-JSJYZD-013)。

摘　　要：21世纪初,在临床实践成为美国教师教育公认处方、新自由主义意识形态迅速发展、社会机构及资本积极介入的背景下,美国产生了一种新型的实践取向的教师教育机构——新教育研究生院。新教育研究生院的职前教师培养模式表现为:以实践反思为导向设置培养目标,以综合能力为标准进行招生选拔,以临床实践为取向设置课程,以实践教学为核心进行教学,以实践证据为基础建立评价体系。这种创新性的培养模式实现了教师培养走向实践,弥补了师资并促进教育公平;但却弱化了教育理论的价值,教师培养的学术性较弱且教学工具性较浓郁。这启示我国对职前教师的培养要深化对实践取向教师教育的认知,促进培养模式与实践的融合,推动教师专业实践共同体的构建。In the early 21st century,under the background of the universal acceptation of clinical practice in teacher education,the rapid development of neoliberal ideology,and the active involvement of social institutions and capital,new Graduate Schools of Education(nGSEs),a new practice-based teacher education institution,emerged in the United States.The mode of pre-service teacher training in nGSEs includes setting training objectives for practical and reflective teachers,selecting students based on comprehensive ability,setting courses with clinical practice,teaching with practice as the core,and establishing an evaluation system based on evidence.This innovative training mode realizes teacher training into practice,and makes up for teacher resources and promotes educational equity.However,it weakens the value of educational theory,and has insufficient academic and seriously instrumental teaching methods.This training mode enlightens us that we should deepen the cognition of practice-based teacher education,promote the integration of training mode with practice,and develop the construction of teacher professional practice community.

关 键 词：美国 新教育研究生院 实践取向 职前教师 教师培养模式 

分 类 号：G53[文化科学—教育学] G53[文化科学—教育技术学]