美国大学参与课后服务师资队伍建设的实践研究  

Analysis of University Participation in the Construction of American Afterschool Programs'Workforce

作　　者：李政云[1] 卞婉婷 LI Zhengyun;BIAN Wanting(School of Education Science,Hunan Normal University,Changsha Hunan 410081)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《比较教育研究》2024年第9期56-64,共9页International and Comparative Education

基　　金：湖南省教育科学“十四五”规划2024年度普通高等教育研究基地项目“20世纪80年代以来美国教师教育变革研究”(项目编号:JD241063)。

摘　　要：20世纪80年代以来,在大学本位教师教育面临挑战与外部支持的共同推动下,美国大学开始主要依托本校教师教育参与课后服务的师资队伍建设。大学在全校层面通过提供相应的奖励、支持与保障,鼓励包括师范生在内的大学生志愿者参与当地课后服务;教师教育项目层面,在职前教师教育中加入课后服务的相关理论课程,并利用师范生的教育实践为课后服务输送专业师资;设计灵活高效的培训项目保障课后服务兼职教师的专业性;通过提供证书项目、颁发学位证书等方式拓宽课后服务专职教师的专业提升空间。美国大学参与课后服务师资队伍建设的实践实现了大学与课后服务之间的互利共赢,同时诠释了美国大学对服务社会职能的深刻理解与践行。Since the 1980s,under the joint promotion of the challenges of university-based teacher education and external support,American universities have begun to rely mainly on their teacher education to participate in the construction of afterschool programs'workforce.In the aspect of school-wide,by providing incentives,professional support,and basic guarantees,they encourage college students,including student teachers,to volunteer to participate in local afterschool programs.In the aspect of teacher education programs,universities add courses related to afterschool programs to pre-service teacher education and through education practicum providing professional pre-teachers for afterschool programs.Universities also design flexible and efficient training programs to ensure part-time staff get basic teaching knowledge and skills and promote the professional development of fulltime frontline staff by providing certification programs and college degrees.The practice of American universities participating in the construction of afterschool programs'workforce realizes the win-win situation between universities and afterschool programs and demonstrates the universities'deep understanding and practice of social service function.

关 键 词：美国大学 教师教育 课后服务 师资建设 

分 类 号：G659.712[文化科学—教育学]