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实践中学习教学--香港师范生专业实践能力的培养理念评析 被引量：9

Learning to Teach during the Practicum:On the Idea of Developing Teachers’ Professional Competence in Practice in Hong Kong
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摘要 教育实践是师范生体验教育现实、学习教学的关键路径,拓展了师范生专业学习的空间。香港职前教师教育追求实践的教育价值,将反思作为实践中学习教学的根本理念,创设挑战与支持性的反思环境,通过建构专业自我、研究与试验、专业对话等策略增进师范生的实践体验,提升师范生的专业实践能力。 Practicum, providing more room for professional learning, is critical for student teachers to experience education- al reality and learn to teach. In pursuit of educative practieum, preserviee teacher education in Hong Kong considers reflection as the fundamental idea. In a reflective context with an appropriate mix of challenge and support, it aims to enhance student teach- ers＇ field experience and develop their professional competence in practice by constructing professional self, research, experi- ment and professional conversation.
作者 王夫艳
机构地区 山东师范大学教育学院讲师
出处 《全球教育展望》 CSSCI 北大核心 2012年第12期75-79,共5页 Global Education
基金 2009年度山东省高等学校教学改革项目“高等院校师范生教师专业实践能力培养研究与实践”(项目编号:2009052) 山东师范大学教育学原理国家重点(培育)学科经费资助项目“教师道德能力及其发展研究”的阶段性成果
关键词 香港 职前教师教育 学习教学 专业实践能力 Hong Kong preservice teacher education learning to teach professional competence in practice
分类号 G652 [文化科学—教育学]
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参考文献10

  • 1戚万学,王夫艳.教师专业实践能力：内涵与特征[J].教育研究,2012,33(2):95-102. 被引量：110
  • 2[美]约翰·杜威 姜文闵 译.我们怎样思维·经验与教育[M].北京:人民教育出版社,1991.228-229.
  • 3Zeichner, K. ( 1986 ). The practicum as an occasion for learning to teach. The South Pacific Journal of Teacher Education, 16 (2): 11-27.
  • 4Goodman, J. (1986). Making early field experience meaningful: A critical approach. Journal of Education for Teaching, 12(2): 109-125.
  • 5Schon, D. ( 1987 ). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco: Jossey - Bass.
  • 6Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6 (3): 205 - 228.
  • 7Feiman - Nemser, S. , & Buchmann, M. ( 1985 ). The first year of teacher preparation : Transition to pedagogical thinking? East lansing, Michigan: Institute for Research on Teaching.
  • 8McCarty, M. (1993). From deadwood to greenwood: Working with burned out staff. Journal of Staff Development, 14(1):42 -46.
  • 9Cheng, M. M. ( 2005 ). Understanding teacher professional development during the field experience period using a sociocultural view of learning. Teacher Development, 9 ( 3 ):347 - 367.
  • 10Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for Teaching, 16(2):105-132.

二级参考文献23

  • 1Whitty, G., & Willmott, E. Competenee-based Teacher Education: Approaches and Issues [J]. Cambridge Journal of Education, 1991, (3).
  • 2Elkin, G. Competency Based Human Resource Development: Making Sense of the Ideas [J]. Industrial and Commercial Training, 1993, (4).
  • 3Miller, G. E. The Assessment of Clinical Skills/Competence/ Performance[J]. Academic Medicine, 1990, (9).
  • 4Eraut, M. Developing Professional Knowledge and Competence [M]. London; Washington, D. C.: The Falmer Press, 1994.107,165,169.
  • 5Messick, S. The Psychology of Educational Measurement [J]. Journal of Educational Measurement, 1984, (3).
  • 6Knmur, S. Teaching Knowledge and Teacher Compelencies: A Case Study of Turkish Preservice English Teachers [J]. Teaching Education, 2010, (3).
  • 7Reynolds, M. & Salters, M.Models of Competence and Teacher Training [J]. Cambridge Journal of Education, 1995, (3).
  • 8Eicard-Fersing, E. Towards a Philosophy of Reflective Practice[J]. Pedagogy, Culture & Society, 1999, (2).
  • 9Calderhead, J. Reflective Teaching and Teacher Education [J]. Teaching and Teacher Education, 1989, ( 1 ).
  • 10Schon, D. Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions [M]. San Francisco: Jossey-Bass, 1987.28-29,6.

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全球教育展望
2012年 第12期

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