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1.
美国第44任总统上任前,来自教育工作者的八封书信引起了美国教育界乃至整个社会的关注.八封书信从多层次、多角度对美国教师教育面临的危机进行了分析并提出相应对策.奥巴马总统上任不久,新政府就根据八封书信的相关建议对教师招募、新教师培训、教师保留、教师评价等方面制定了一系列的改革方案与实施策略.由此可见这八封书信在奥巴马教育改革计划中所起到的积极影响作用. 相似文献
2.
AbstractEducational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of seven teacher educators in Iowa in the United States and seven teacher educators in Delhi, India on their common experience of mandated policy changes. Collaboration was found to be central in the teacher education policy implementation process in Iowa, USA and Delhi, India. 相似文献
3.
美国对高质量教师的追求促使特殊教育教师资格证制度体系不断发展并走向成熟。为适应美国各州特殊教育发展的不同需求,其特殊教育教师资格证类型也呈现出多样化、灵活性的特点。本文对当前美国特殊教育教师资格证制度的政策背景及资格证的主要类型进行介绍和分析,以为我国特殊教育教师资格证制度的建立和完善提供借鉴。 相似文献
4.
面对教育改革面临的诸多社会挑战,包括新冠疫情对美国教师队伍的冲击以及美国中小学教师队伍离职率高、缺乏多样性等问题,美国联邦政府将教师教育改革纳入其“重建更好”一揽子改革计划的重要组成部分。“公平”价值转向、从“缺陷”到“优势”的政策话语转变和弗雷泽三维社会公正理论构成了美国联邦政府教师改革政策的重要理论基础。美国联邦政府采取的教师教育改革措施主要包括:修改大学和高等教育的教师教育援助计划;实施“培植你自己”教师教育项目;完善一年制教师驻校培养模式;加大对少数族裔学校的资助力度;提高教师工资与专业发展水平。美国联邦政府的教师教育改革凸显了社会公平与多元种族和谐相处的政策价值导向,其政策机制体现了联邦政府协调角色的不断增强和市场化教师教育改革方式的适度消退。 相似文献
5.
《Teaching and Teacher Education》2006,22(4):395-407
This conceptual paper examines a tug-of-war between state and national authorities in the United States for control of teacher recruitment, preparation, licensing, and professional development policy-making. A discussion of policy problems and instruments grounds analysis of each governing body's policy-activity since 1980. The analysis reveals how policy instrument changes have sidelined teacher education professionals and shifted programme accountability from the state to national level. Conclusions and recommendations challenge teacher education researchers to alter the current accountability trajectory by becoming active participants in the United States policy-making arena. 相似文献
6.
为了解决乡村教师的发展问题,美国联邦政府、州政府、高校和社会组织等多方协作,发挥了重要作用。联邦政府通过制定教育法案,为教师培训提供了宏观支持,并组织实施了多种项目和计划。州政府根据乡村地区教育实际,采用多样形式推行教师培训计划。高校深度介入乡村教师培训,解决关键问题,促进乡村教师的长远发展。社会组织为乡村教师培训提供了外部支持,减轻了乡村教师的发展压力。美国乡村教师培训的经验为我国提供了有益借鉴和启示。 相似文献
7.
这些年来,美国教师资格认证制度在取得了骄人成绩的同时,也存在一定的消极影响。本文试从不同角度和层面对当前美国教师资格认证制度出现的问题进行了一定的剖析。了解美国教师资格认证制度中存在的消极效应,有利于我们全面了解美国教师资格认证制度实施的真实情况,为我国教师资格认证制度的改革提供一定的借鉴。 相似文献
8.
美国目前正面临着严重的教师短缺,尤其是缺乏合格的优秀教师。这种现象遍及于幼儿园到高中。产生这种现象的原因是大批教师退休、教师工资的低廉、美国校园内的暴力和联邦政府所规定的考试及规章制度等。这种现象在夏威夷也不例外。教育的质量和公平是师资培训和招生的核心问题。这个问题对于夏威夷偏远地区的少数民族学生则显得更为重要。根据Banks(2003年)及Collnick和Chinn(2002年)所提到的多元文化理论,本文将介绍2006年的一项调查。该调查研究报告以夏威夷教育学院和夏威夷大学系统的511位师生及当地居民为对象,检视教育学院招生及指导职前教师的做法,包括其偏远地区的岛屿——夏威夷岛(Hawaiyi)、可爱岛(Kauayi)、茂依岛(Maui)、摩洛开依岛(Molokayi)及蓝尼岛(Lanayi)等。这项研究显示了在偏远地区为少数民族学生提供高质量师资教育的种种困难,同时也提出了解决这些问题的有效途径和方法,以适应二十一世纪教师及教师教育的发展。 相似文献
9.
C. H. Lander 《Peabody Journal of Education》2013,88(1):25-30
An important hallmark of American teacher education has been its integral role in 4-year or comprehensive colleges and universities for the past 100 years. In more than 1,100 colleges in the United States, teacher education is offered as one of many baccalaureate or graduate-level programs. The preparation of elementary and secondary and special and vocational teachers is offered as an integral part of comprehensive or university-based programs. Today that situation is threatened by a number of factors that are separating teacher education from its traditional place in American higher education. These factors include (a) the inability of campus-based teacher education programs to keep pace with the accelerating demands and expectations of policymakers, (b) alternative preparation programs that are proliferating and gaining credibility, (c) resource constraints that are pervasive and real, (d) teacher shortage conditions that demand a response, (e) new forms of professional development that invite separation from university Inservice Education of Teachers (INSET) courses, (f) widespread development of professional development schools (PDSs), and (g) a commitment to assess teacher candidates separate from and outside the university. Without responses to these factors, Ed Schools are likely to see this separation accelerate and could experience the relocation of teacher education off the campus and to a variety of other providers. Preserving the unique role that teacher education plays as an essential part of American higher education is a major challenge. The factors just cited are reinforced by a host of public policy and academic initiatives that are causing teacher education to be dispersed and deinstitutionalized and "reembedded in other sites and spaces" (Hargreaves, 1995, p. 7). Reinforcing this relocation are the efforts of college faculty and Ed School "reformers" who are creating 100% field-based programs or recentering teacher education in PDSs. Those new field- or school-based entities enforce the idea of embedding teacher education in entities away from and often separate from universities. A hostile fiscal and policy environment adds to the potential for relocation and poses significant consequences for Ed School faculty in the United States. 相似文献
10.
二战后美国经历了三次重大的教育改革,美国联邦政府对教育的干预强度也越来越大,前两次改革中联邦干预教育的政策触发机制源自外部事件的推动,第三次改革中联邦干预教育的政策触发机制源自美国内在危机意识的外显化。 相似文献
11.
Sophia Han Jolyn Blank Ilene R. Berson 《Journal of Early Childhood Teacher Education》2020,41(2):162-182
ABSTRACTThe authors describe a major program reform study of an early childhood teacher education program in a large, urban, state university in the United States. Over a 4-year period, our team of early childhood faculty undertook an intentional and reflective program reform study to better advocate for quality early childhood educational philosophy and practice, while ensuring our program aligned with the newer national accreditation policy and state teacher certification standards. In this article, we identify three core problems we encountered, articulate how we approached each of them based on our philosophical framework, and discuss further considerations of each. 相似文献
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13.
《师资教育杂志》2012,38(1):81-82
Abstract To different degrees, Western industrial societies are both democratic and capitalist. In some respects, the tenets of democracy and the functional needs of capitalism are at odds. The state must try to manage the tensions between the two, particularly through its education policy, including that for teacher education. This paper analyses how teacher education policy since 1980 has been influenced by these tensions. It argues that current policy in teacher education is vulnerable to the objection that it is not democratic, but cautions that those calling for a more democratic basis for teacher education might be equally vulnerable to the objection that they focus too much on the democratic ends of education rather than on the technicalities of teaching. The analysis refers mainly to Britain and the United States. 相似文献
14.
富兰克林·罗斯福的非殖民化思想和印度支那托管计划 总被引：2，自引：0，他引：2
刘东明 《首都师范大学学报(社会科学版)》2005,3(4):25-33
富兰克林·罗斯福是美国越南政策最早的策划者。第二次世界大战期间罗斯福即提出印度支那非殖民化的设想,主张战后对印度支那实行国际托管,反对法国再度控制印度支那。罗斯福的印度支那非殖民化设想反映了美国的利益和要求。但是由于局势变化,他去世前又同意法国战后重新控制印度支那。罗斯福的政策转变加剧了印度支那的复杂局势,导致第一次印度支那战争爆发,并最终使美国深陷其中。了解罗斯福政府的印度支那托管政策,可以使我们进一步了解印度支那战争的起源。 相似文献
15.
《Studying Teacher Education》2013,9(3):278-295
ABSTRACTThe practice of teacher education is inextricably linked to the policy environment in which it occurs. Calls by policymakers and politicians for accountability measures, standardization and performance assessments are efforts to influence the direction of the preparation of educators. In this self-study, I examine my participation in a state-level teacher education policy decision-making body in the United States in order to illuminate how policy decisions are made about teacher education. More specifically, I discuss the kinds of warrants about teacher education practice that I deployed as I navigated the political and practical consequences of policy decisions. This study serves not only to illuminate the nature of policy discussions in teacher education, but also to encourage teacher educators to engage directly the policy-making arenas that implicitly and explicitly influence their work. 相似文献
16.
论美国联邦政府在高等职业教育中的政策取向 总被引：7，自引：0，他引：7
美国联邦政府自1963年以来,就高等职业教育的发展颁布了多个教育法案.本文通过对这些法案的分析,论证了美国联邦政府在高等职业教育发展中的政策取向:促进教育公平;促进学生的综合能力发展;促进个人就业与经济持续发展.以期对中国政府在高等职业教育发展中的良性干预有所借鉴:以立法的形式提高高等职业教育的地位;以法治教;注重立法的科学性、针对性、实效性与可操作性. 相似文献
17.
王振先 《北京教育学院学报》2005,19(2):70-74
本文在介绍、评价和比较美、英、法、德、日等欧美发达国家和我国周边国家的中小学教师资格认证体系,及英美两国测试和教育评估认证机构设立的英语教师资格认证体系的基础上,提出我国应借鉴国际经验,完善中小学英语教师职前教育和在职培训的内容与模式,并建立一套全国统一且具有各省和直辖市特色的中小学英语教师资格准入和在职资格晋级制度。 相似文献
18.
Diane Gal 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):240-259
This article is an exploration of the emerging narratives on learning and teacher education in the United States and Hong Kong, as found in official policy statements and curriculum documents. Particular attention is given to Hong Kong's initiative in implementing an interdisciplinary liberal studies curriculum, and the continued professional development of teachers for this proposed change. This recent trend is used to illustrate the possibilities for a broader vision of creating and substantiating knowledge and learning in teacher education programs in the United States. 相似文献
19.
王添淼 《河北师范大学学报(教育科学版)》2021,23(2)
国际中文教育已经开启了一个普及化的新时代,构建一支高水平的师资队伍是推动国际中文教育长期稳定发展的必要条件。为了提升教师质量和数量,亟需构建更为完善的国际中文师资培训体系。美国TESOL(Teaching English to Speakers of Other Language)教师培训模式较为成熟,已经得到全球英语教师和用人单位的高度认可。通过对TESOL项目的培训理念、教学对象、课程培训目标、课程设置和资格认证等方面的深入分析,可以帮助国内学界了解美国TESOL项目的特点,为国际中文师资培训提供切实可行的参考,构建一套专业化、规范化、国际化、统一的国际中文师资培训模式。 相似文献
20.
《师资教育杂志》2012,38(2):175-185
Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population. 相似文献