新加坡师范生教育实习质量保障机制研究
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摘要
教育实习质量是教师教育质量保障体系的重要组成部分。新加坡将培养自主而有思想的教师确定为教育实习的根本目标,并构建了教育部、师资培育机构和学校三方协作的实习模式。为保障实习指导质量,新加坡组建了协同合作的实习导师团,建立起导师培训制度。通过连贯递进的教育实习安排,新加坡为师范生提供充足的教学实践机会,并在实习过程中构筑了"课程+实习"的专业成长网络。新加坡开发了贯穿全程的评价工具,强调证据驱动,建立严谨规范、多元参与的评价程序,最终聚焦师范生能力与价值理念的双重提升。
High-quality clinical experience is the key part of teacher education quality assurance system.Clinical experience in Singapore aims to educate autonomous thinking teacher, and the tripartite collaboration model between the Ministry of Education, the teacher training institution and the school has been established.Singapore has established the mentor team and provided professional training for mentors to ensure mentoring quality.Through the coherent and progressive teaching practice stages, Singapore has provided sufficient teaching and practice opportunities for student teachers, and built the interconnected "course + practice" professional growth network.Focusing on the development of student teachers' abilities and beliefs, Singapore has developed various evaluation tools and established the rigorous and democratic evaluation procedures.
High-quality clinical experience is the key part of teacher education quality assurance system.Clinical experience in Singapore aims to educate autonomous thinking teacher, and the tripartite collaboration model between the Ministry of Education, the teacher training institution and the school has been established.Singapore has established the mentor team and provided professional training for mentors to ensure mentoring quality.Through the coherent and progressive teaching practice stages, Singapore has provided sufficient teaching and practice opportunities for student teachers, and built the interconnected "course + practice" professional growth network.Focusing on the development of student teachers' abilities and beliefs, Singapore has developed various evaluation tools and established the rigorous and democratic evaluation procedures.
引文
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[8]Bier Marisa L, et al. Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the "Sweet Spot".[J]. Teacher Education Quarterly, 2012, 39(3):127-141.
[9]Neihart M F, Ling L. Quality Assurance in Teacher Education in Singapore[M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Springer Singapore, 2017:283-300.
[10]Goodwin A L, et al. What should Teacher Educators Know and Be Able to Do? Perspectives from Practicing Teacher Educators [J]. Journal of Teacher Education, 2014, 65(4):284-302.
[12]Trent J. Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators[J]. Journal of Teacher Education, 2013, 64(3):262-275.
[13]Williams J. Teacher Educator Professional Learning in the Third Space Implications for Identity and Practice [J]. Journal of Teacher Education, 2014, 65 (4):315-326.
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[17]Richard M Ingersoll. A Comparative Study of Teacher Preparation and Qualifications in Six Nations [R]. CPRE, 2006.
[18]NIE. NIE Practicum FAQ [EB/OL].(2018-02)[2018-08-15]. https://www.nie.edu.sg/teacher-education/practicum/faq.
[22]Hollins E R. Teacher Preparation for Quality Teaching [J]. Journal of Teacher Education, 2011, 62(4):395-407.
[23][27][38]Liu W C, Tan G C I, Wong A F L. Redesigning and Reconceptualising of Field Experience for Teacher Accreditation[M]// Oon-Seng Tan, Woon-Chia Liu, EeLing Law. Teacher Education in the 21st Century. Springer Singapore, 2017:193-216.
[24][29][31][35]Liu W C, Koh C, Chua B L. Developing Thinking Teachers Through Learning Portfolios [M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Singapore: Springer, 2017:173-192.
[32]Sato M, Kemper S. Teacher Assessment from Pre-service Through in-Service Teaching[M]// D. Jean Clandinin, Jukka Husu. The SAGE Handbook of Research on Teacher Education. SAGE Publications, 2017:944-962.
[33][34]Tan O S, Liu W C, Low E L. Teacher Education Futures: Innovating Policy, Curriculum and Practices[M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Singapore: Springer, 2017:1-10.
[2][3]Tan O S. Fourth Way in Action: Teacher Education in Singapore[J]. Educational Research for Policy & Practice, 2012, 11(1):35-41.
[4]Practicum [EB/OL]. [2018-08-15]. https://www.nie.edu.sg/teacher-education/practicum/.
[5][11][19][20][21][26] [28] [30] [36] [37] NIE Office of Teacher Education. Practicum Handbook 2018 [EB/OL]. (2018-05)[2018-08-15]. https://www.nie.edu.sg/teacher-education/practicum/
[6] [7] [14] NIE. TE21: A Teacher Education Model for the 21st Century [R]. Singapore, 2009.
[8]Bier Marisa L, et al. Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the "Sweet Spot".[J]. Teacher Education Quarterly, 2012, 39(3):127-141.
[9]Neihart M F, Ling L. Quality Assurance in Teacher Education in Singapore[M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Springer Singapore, 2017:283-300.
[10]Goodwin A L, et al. What should Teacher Educators Know and Be Able to Do? Perspectives from Practicing Teacher Educators [J]. Journal of Teacher Education, 2014, 65(4):284-302.
[12]Trent J. Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators[J]. Journal of Teacher Education, 2013, 64(3):262-275.
[13]Williams J. Teacher Educator Professional Learning in the Third Space Implications for Identity and Practice [J]. Journal of Teacher Education, 2014, 65 (4):315-326.
[15]NIE.Quality Mentoring, Quality Teachers: A Learning Forum for Teacher-Mentors[EB/OL]. (2015-05)[2018-08-15]. https://www.nie.edu.sg/eventdetail/quality-mentoring-quality-teachers-a-learningforum-teacher-mentors.
[16][25]Png L H J, Liu W C. Mentoring and School Partnerships[M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Singapore: Springer, 2017:217-232.
[17]Richard M Ingersoll. A Comparative Study of Teacher Preparation and Qualifications in Six Nations [R]. CPRE, 2006.
[18]NIE. NIE Practicum FAQ [EB/OL].(2018-02)[2018-08-15]. https://www.nie.edu.sg/teacher-education/practicum/faq.
[22]Hollins E R. Teacher Preparation for Quality Teaching [J]. Journal of Teacher Education, 2011, 62(4):395-407.
[23][27][38]Liu W C, Tan G C I, Wong A F L. Redesigning and Reconceptualising of Field Experience for Teacher Accreditation[M]// Oon-Seng Tan, Woon-Chia Liu, EeLing Law. Teacher Education in the 21st Century. Springer Singapore, 2017:193-216.
[24][29][31][35]Liu W C, Koh C, Chua B L. Developing Thinking Teachers Through Learning Portfolios [M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Singapore: Springer, 2017:173-192.
[32]Sato M, Kemper S. Teacher Assessment from Pre-service Through in-Service Teaching[M]// D. Jean Clandinin, Jukka Husu. The SAGE Handbook of Research on Teacher Education. SAGE Publications, 2017:944-962.
[33][34]Tan O S, Liu W C, Low E L. Teacher Education Futures: Innovating Policy, Curriculum and Practices[M]// Oon-Seng Tan, Woon-Chia Liu, Ee-Ling Law. Teacher Education in the 21st Century. Singapore: Springer, 2017:1-10.