共查询到19条相似文献，搜索用时 125 毫秒
1.
谌启标 《河北师范大学学报(教育科学版)》2009,11(8):63-67
当下,大学与中小学建立合作伙伴关系是世界教师教育改革的重要策略.基于伙伴的教师教育强调职前教师培养、在职教师专业发展和学校改进;基本模式有PDS模式、咨询合作模式、结对合作模式和团队合作模式.影响合作伙伴效果的因素包括文化因素、组织因素、心理因素、情境因素、协作因素、制度因素等.基于合作伙伴的教师教育改革致力于大学与中小学的共同发展. 相似文献
2.
大学与中小学建立合作伙伴关系是世界教师教育改革的重要策略,基于伙伴的教师教育强调职前教师培养、在职教师专业发展和学校改进。合作伙伴涉及到机构之间的合作和人员之间的合作,基本模式有PDS模式、咨询合作模式、结对合作模式和团队合作模式。影响合作伙伴效果的因素包括文化因素、组织因素、心理因素、情境因素、协作因素、制度因素等。基于合作伙伴的教师教育改革致力于大学与中小学的共同发展。 相似文献
3.
美国大学与中小学基于合作伙伴的教师教育改革 总被引：1，自引：0，他引：1
谌启标 《福建师范大学学报(哲学社会科学版)》2009,(3)
美国大学与中小学合作具有悠久的历史.美国大学与中小学基于合作伙伴的教师教育强调职前教师培养和在职教师的专业发展.合作伙伴的教师教育实践模式包括:西维吉尼亚大学的专业发展学校、南缅因州大学的学区合作伙伴、加利福尼亚大学的农村区域伙伴、马里兰州大学的教学合作伙伴.为了达成高水平的教师质量,美国不断探讨大学与中小学合作伙伴的影响因素,确保合作的有效性. 相似文献
4.
美国基于合作伙伴的幼儿教师教育改革述评 总被引：3，自引：0，他引：3
谌启标 《集美大学学报(教育科学版》2009,10(3):6-10
美国大学与基础学校建构合作伙伴关系的历史悠久。当下,大学与幼儿园建立合作伙伴关系成为美国幼儿教师教育改革的重要策略,其实质是促进幼儿职前教师培养和在职教师的专业发展。美国基于合作伙伴的幼儿教师教育有效模式包括：威斯康辛大学的合作幼儿教师准备计划、莱特州立大学的创新性幼儿课程、哈特福德大学的专业研究共同体、宾西法尼亚大学的教师教育研究团队。近年来,为了提升幼儿教师教育质量,美国不断改进大学与幼儿园的伙伴关系,确保合作伙伴的有效性。 相似文献
5.
加拿大教师教育大学化的传统与变革 总被引：5，自引：0，他引：5
教师教育大学化成为世界各国特别是西方发达国家教师教育改革的重点.本文介绍加拿大教师教育大学化的沿革与现状,比较分析加拿大教师教育大学化变革的三种模式:政治驱动模式、大学参与模式和专业自治模式,并讨论加拿大教师教育大学化改革的若干趋势. 相似文献
6.
加拿大的教师培养非常重视教育实习,教育实习不仅是教师培养的核心内容,而且是获取教师资格证书的重要前提。在教师教育改革的大背景下,加拿大的教育实习目标明确、内容丰富、方式多样、评价多元,呈现出实践性和融合性的特点,充分体现了大学教育课程和中小学教育实践的有效整合。当前,加拿大的教育实习更加强调教育理论和学校实践的深度融合,特别注重大学与中小学及社区之间的合作伙伴关系,教育实习的内容和形式也不断拓展,呈现出互惠合作的新趋势。 相似文献
7.
U———S合作伙伴关系是教师教育改革的重要动力源,是大学和中小学双方共同发展的需要,也是大学展现自身社会功能的重要方式。这种合作改变了大学和中小学的存在状态。大学在U———S合作伙伴关系的建立中担负着更为重要的职能。为此,大学要主动转换角色,介入到中小学的改革与发展中,以研究者姿态帮助中小学解决其在发展中遇到的问题和困难;要面向基础教育主动调整自身的课程结构与课程体系,使培养的学生更加符合基础教育改革和发展的需要;要通过项目合作,整合大学和中小学的力量,实现两者间的合作,生成新型的教师知识,推进教师教育改革。 相似文献
8.
支持信息化教师专业发展的区域性校本研修模式构建 总被引：1，自引：0，他引：1
20世纪80年代,美国成功探索了教师"专业发展学校"(PDS)实践模式.PDS通过促进大学与中小学合作,使大学教师与中小学教师结成平等的合作伙伴关系,有效地促进教师的专业发展.本文结合PDS模式给我国教师专业化发展的启示,进一步探讨信息技术环境下我国教师专业发展的新走向,构建了支持信息化教师专业发展的区域性校本研修模式.通过PDS模式,旨在以大学带动中小学,进而结合中小学所在区域的校本研修及同侪互济(Peer Coaching),实现信息技术环境下的教师专业化发展. 相似文献
9.
美国教师教育的新模式及其对我国的启示 总被引：1，自引：0，他引：1
美国专业发展学校（PDS）是一种新的教师培养模式,是通过强化中小学和大学的合作伙伴关系,共同培养教师、开展合作研究而建立起来的,其在促进教师专业发展方面取得了可喜成果,对我国教师教育有重要的启示。结合我国教师教育改革与发展的趋势特点,我们应该在实践与理论上借鉴PDS的经验,这既符合国际教师教育改革的趋势,也是我国教师教育发展的大方向。 相似文献
10.
从大学与中小学合作看英国教师教育改革 总被引：1，自引：0，他引：1
当英国的教师教育（特别是职前教师教育）的质量无法得到保证的时候,作为培养教师的大学教育学院出台了一些项目计划．把教师培养与中小学的实际联系起来．与中小学建立合作伙伴关系以提高职前教师教育质量。文章主要从教师教育改革的背景、大学与中小学合作的改革实践操作和对这种改革的评价等方面介绍英国职前教师教育的改革。 相似文献
11.
大学与中小学的伙伴协作:动因、经验与反思 总被引：4，自引：0，他引：4
由社会变革所引起的教育在研究范式、教师教育、学校教育、大学功能诸方面的变革,使得大学与中小学之间的伙伴协作近30年来有了长足的发展。大学与中小学之间的差异成为双方协作的重要基础和资源,大学与中小学的伙伴协作是平等、互惠、互信、共同实践的协作。伙伴协作促进了大学与中小学教师的专业发展、促进了双方学校功能的建设、构建了新型的学习共同体。 相似文献
12.
Miriam Ben‐Peretz 《Teachers and Teaching》2013,19(5):615-617
This paper reports an evaluation of an innovative university–school partnership in which teacher practitioners work as university lecturers in a regional Australian pre‐service teacher education programme. The philosophy of this programme encompasses authentic partnerships between universities, schools and other industry employers. The study was motivated by an interest inunderstanding the experiences and outcomes for the teacher practitioners and in documenting their experiences. Staff members who are currently on contract as university lecturers as well as teachers who have completed secondments and returned to school settings are surveyed. This paper focuses on suggestions to improve the partnership and discusses future directions for the partnership. 相似文献
13.
姜蕴 《福建教育学院学报》2009,10(5):63-66
院校协作是指大学与中小学建立协作关系：大学院校通过组建学科研究团队,设立培训试验研究基地,规范合作机制,以课堂学习研究为载体开展教研。该协作关系在一定程度上可提高教师教育学者的素质,并优化教师培训“效能”。 相似文献
14.
Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献
15.
This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination. 相似文献
16.
Sharon McDonough 《Studying Teacher Education》2017,13(3):241-256
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts. 相似文献
17.
《师资教育杂志》2012,38(3):255-269
This comparative study of two pre‐service teacher education programmes in England and in Canada focuses on the relationship between inquiry and the partnership structures within which the universities and schools work together. Despite the very different jurisdictions and cultures of the two systems, the two universities seem to experience similar difficulties in relation to their commitment to inquiry and to working in partnership with schools. At both the Canadian and the English sites, definitions of inquiry varied within institutions as well as between universities and schools, and inquiry was a university rather than a school priority. These differences between the schools' and the universities' views on inquiry are significant for the partnerships in which the programmes operate. It is these differences and difficulties—which often seem context‐related but which, through the authors' comparative work, have come to seem more systemic—that are explored in this article. 相似文献
18.
英国教师伙伴学校及其质量保证 总被引：3，自引：0，他引：3
20世纪90年代以来，英国教师职前教育体系变革的亮点在于大学与基础学校建立伙伴协约关系。即“教师伙伴学校”，并且越来越强调教师培养的质量保证。文章主要以诺丁汉大学教师伙伴学校为例，特别介绍“教师伙伴学校”导师的角色与培训，以及相应的质量保证机制。 相似文献
19.
K.J. Topping 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):11-18
This paper explores catalysts and contexts leading to a restructuring of the secondary teacher education program at Charles Sturt University in Bathurst. The Dean of the Faculty of Education and the Head of the School of Teacher Education had been involved in discussions over a number of years about the unsatisfactory nature of the ‘Dip Ed’ (see Eltis, Meyenn and Parker, 1993). The dissatisfaction was exacerbated by surveys of, and interviews with, students and by the publication in early 1994 of Shaping the Future (Wiltshire Report). There was, too, the influence of overseas developments in teacher education, particularly those that reflected a determination to ensure schools, practising teachers and universities were working in partnerships to design, implement and evaluate more relevant programs. And just as significantly, there was the close association between the School of Teacher Education and one of the local secondary schools, Bathurst High School, which heralded the possibilities of a purposeful educational partnership. 相似文献