反思性实践认识论视角中教师教育者教学特性探析  

A Probe into the Teaching Characteristics of Teacher Educators from the Perspective of the Epistemology of Reflective Practice

作　　者：张雅琪 王晶晶 龚娜 ZHANG Yaqi;WANG Jingjing;GONG Nan(School of Teacher Education,Yuxi Normal University,Yuxi,Yunnan 653100;Chinese International College,Boren University,Thailand,Bangkok 10210)

机构地区：[1]玉溪师范学院教师教育学院,云南玉溪653100 [2]泰国博仁大学中文国际学院,泰国曼谷10210

出　　处：《玉溪师范学院学报》2024年第4期109-114,共6页Journal of Yuxi Normal University

基　　金：云南省教育厅科学研究基金项目“产出导向下师范小教专业课程‘教-学-评-研’的循证研究”(编号:2023J0985);玉溪师范学院教育教学研究与改革实践项目“课政融通背景下教师教育类通识课内容整合取向课程群的建构与实践”阶段性成果。

摘　　要：教师教育者教学的复杂性和不确定性决定了反思性实践认识论成为分析其特性的一个重要视角。反思性实践认识论视角下教师教育者教学具有过程的示范性、内容的生成性、师生之间的互动性、评价的形成性等特征。教师教育者转变观念、开展基于真实课例的探究式教学、对教学的研究,以及学校层面为教师教育者的教学研究营造支持性环境等,是保障教师教育者教学实践的可行路径。Studying the characteristics of teacher educators’teaching is an important foundation for improving the quality of teacher education.The complexity and uncertainty of teacher educator’s teaching determines that the epistemology of reflective practice has become an important perspective to analyze its characteristics.From this perspective,teacher educator teaching has the characteristics of modelling process,generative content,interactive relationship between teachers and students,and formative evaluation.Teacher educators change their concepts,carry out inquiry-based teaching based on real lesson examples,research on teaching,and university creates a supportive environment for teacher educators’teaching research.These are feasible ways to ensure teacher educators’teaching practice.

关 键 词：反思性实践认识论 教师教育者 教学特性 

分 类 号：G645[文化科学—高等教育学]