从中小学教师到教师教育者的关键转变——实习指导教师培训:美国做法与有效策略
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摘要
实习指导不是课堂教学的简单延伸,从中小学教师到教师教育者的关键转变有一个过程。实习指导是看不见的、复杂的专业行为,而非简单的、个人的师傅带徒弟。实习指导教师需要专门支持去开发他们作为教师教育者的知识、能力和性向。因此,实习指导教师培训是必要的,也是必须的。美国的实践表明,实习指导教师培训应该启发思维而非传授技巧、实习指导教师培训应该坚持长期性原则、实习指导教师培训依赖中小学校与大学深度合作。在我国,实习指导教师培训也应该成为教师教育重要组成部分,并尽快建立实习指导教师培训相关制度。
Mentoring isn't the natural continuing of classroom teaching. There is a course of key change from teacher to teacher educator. Mentoring is an unseen and complex professional activity rather than simple and personal apprenticeship. Mentors need special supports to develop their knowledge,abilities and attitude.Therefore,the training of mentor is necessary and significance. Cases of USA implicate that,firstly,training of mentor should induce mind rather than pass on skills. Secondly,the training of mentor should adopt principle of continuity. Thirdly,colleges and schools should cooperate deeply. In China,training of mentor should be important part of teacher education,and we should build institution of mentor training as fast as possible.
Mentoring isn't the natural continuing of classroom teaching. There is a course of key change from teacher to teacher educator. Mentoring is an unseen and complex professional activity rather than simple and personal apprenticeship. Mentors need special supports to develop their knowledge,abilities and attitude.Therefore,the training of mentor is necessary and significance. Cases of USA implicate that,firstly,training of mentor should induce mind rather than pass on skills. Secondly,the training of mentor should adopt principle of continuity. Thirdly,colleges and schools should cooperate deeply. In China,training of mentor should be important part of teacher education,and we should build institution of mentor training as fast as possible.
引文
[1]Hobson,L.D.,Harris,D.The Importance of Mentoring Novice and Pre-Service Teachers:Findings from a HBCU Student Teaching Program[R].Texas:Educational Foundations,2012:75.
[2]卢俊勇,陶青.美国实习指导教师的选拔:标准、过程及其启示——什么样的教师可以成为教师教育者[J].外国中小学教育,2018,(3):51-56.
[3][11] Stoddart, T.Perspectives on Guided Practice[R]. MI:The National Center for Research on Teacher Learning,2012:42、39.
[4]Feinman-Nemser,S.and Rosaen,C.Guided Learning from Teaching:A Fresh Look at a Familiar Practice[R].MI:The National Center for Research on Teacher Learning,1994:11.
[5][6][7]Rosaen,C.L. Field Experiences That Teaching:Mentor/Faculty Roles[R].Washington,DC:Office of Educational Research and Improvement,1989:4、16-23、7.
[8][10] Feiman-Nemser, S., Parker, M.B.Mentoring in Context:A Comparison of Two U.S.Programs for Beginning Teachers[R].Michigan:the National Center for Research on Teacher Learning,1992:7、8.
[9]Feiman-Nemser,S.,Parker,M.B.,Zeichner,K.Are Mentor Teachers Teacher Educators?[R].Michigan:the National Center for Research on Teacher Learning,1990:15.
[2]卢俊勇,陶青.美国实习指导教师的选拔:标准、过程及其启示——什么样的教师可以成为教师教育者[J].外国中小学教育,2018,(3):51-56.
[3][11] Stoddart, T.Perspectives on Guided Practice[R]. MI:The National Center for Research on Teacher Learning,2012:42、39.
[4]Feinman-Nemser,S.and Rosaen,C.Guided Learning from Teaching:A Fresh Look at a Familiar Practice[R].MI:The National Center for Research on Teacher Learning,1994:11.
[5][6][7]Rosaen,C.L. Field Experiences That Teaching:Mentor/Faculty Roles[R].Washington,DC:Office of Educational Research and Improvement,1989:4、16-23、7.
[8][10] Feiman-Nemser, S., Parker, M.B.Mentoring in Context:A Comparison of Two U.S.Programs for Beginning Teachers[R].Michigan:the National Center for Research on Teacher Learning,1992:7、8.
[9]Feiman-Nemser,S.,Parker,M.B.,Zeichner,K.Are Mentor Teachers Teacher Educators?[R].Michigan:the National Center for Research on Teacher Learning,1990:15.