高校教师教育者的知识结构探析
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摘要
高校教师教育者是专门从事师范生培养工作的专业教师,基于教师教育者教学活动的特殊性,研究教师教育者的知识结构有利于促进其专业化发展。教师教育者教学活动的复杂性、实践性、对象的成人性、示范性对其知识结构提出三层次要求:第一层次的"教"要求具备广博的文化知识、高深的专业学科知识、扎实的教育理论知识;第二层次的教"教"要求具备关于如何教学的学科教学知识、教师教育教学法知识,这是教师教育者区别于其他教师最显著、最专业的知识特征;第三层次的教"学教"要求具备关于学习者的知识、元认知知识。高校教师教育者专业知识的形成需要从加强身份认同、开展自我研究、扎根教育实践以及完善教师教育制度等途径入手。
College teacher educators are professional teachers who specialize in the training of normal students. Based on the particularity of teacher educators' teaching activities,studying the knowledge structure of teacher educators is conducive to promoting their professional development. The complexity,practicality,adulthood and demonstration of teacher educators put forward three levels of requirements for their knowledge structure: the first level of"teaching"requires extensive cultural knowledge,deep professional knowledge,and solid educational theory knowledge; the second level of teaching about"teaching"requires knowledge of the subject teaching on how to teach,teacher education teaching method knowledge,which is the most significant and different from other teachers; the third level teaching of"learning about teaching"requires knowledge of the learner and metacognitive knowledge. The formation of professional knowledge of college teachers' educators needs to start from strengthening identity,conducting self-study,rooting in educational practice,and perfecting the teacher education system.
College teacher educators are professional teachers who specialize in the training of normal students. Based on the particularity of teacher educators' teaching activities,studying the knowledge structure of teacher educators is conducive to promoting their professional development. The complexity,practicality,adulthood and demonstration of teacher educators put forward three levels of requirements for their knowledge structure: the first level of"teaching"requires extensive cultural knowledge,deep professional knowledge,and solid educational theory knowledge; the second level of teaching about"teaching"requires knowledge of the subject teaching on how to teach,teacher education teaching method knowledge,which is the most significant and different from other teachers; the third level teaching of"learning about teaching"requires knowledge of the learner and metacognitive knowledge. The formation of professional knowledge of college teachers' educators needs to start from strengthening identity,conducting self-study,rooting in educational practice,and perfecting the teacher education system.
引文
[1]朱旭东.国外教师教育的专业化和认可制度[J].比较教育研究,2001(3):6-12.
[2] Knowledge base for teacher educators[EB/OL].[2018-05-20]. http://www. lerarenopleider. nl/velon/knowledge-base-for-teacher-educators/.
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[4] John Loughran. Developing a Pedagogy of Teacher Education:Understanding Teaching and Learning About Teaching[M]. London; New York:Routledge,2006:4-6.
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[12] Kelchtermans,G. Facilitating self-study of teacher education practices:toward a pedagogy of teacher educator professional development[J]. Professional Development in Education,2016,42(1):100-122.
[13]陈晓端,陈渝.当代西方教师教育者研究热点知识图谱与可视化分析[J].教师教育研究,2018,30(4):106-112.
[14][15] Julie Alderton. Exploring Self-Study to Improve My Practice as a Mathematics Teacher Educator[J]. Studying Teacher Education,2008,4(2):95-104.
[16]李铁绳,袁芳,郝文武.教师教育者专业发展的社会学分析[J].高教探索,2016(5):102-107.
[17]赵康.专业、专业属性及判断成熟专业的六条标准———一个社会学角度的分析[J].社会学研究,2000(5):36.
[18]朱旭东.试论建立教师教育认可和质量评估制度[J].高等师范教育研究,2002(3):31.
[19]闫建璋.从开放走向新封闭:精英化教师教育体系的构建[J].河南师范大学学报(哲学社会科学版),2017,44(5):152-156.
[2] Knowledge base for teacher educators[EB/OL].[2018-05-20]. http://www. lerarenopleider. nl/velon/knowledge-base-for-teacher-educators/.
[3] Tamir. Professional and Personal Knowledge of Teachers and Teacher Educators[J]. Teaching and Teacher Education,1991(3):263-368.
[4] John Loughran. Developing a Pedagogy of Teacher Education:Understanding Teaching and Learning About Teaching[M]. London; New York:Routledge,2006:4-6.
[5]叶澜,白益民,等.教师角色与教师发展新探[M].北京:教育科学出版社,2001:23-24.
[6] Shulman, L. S. Those who understand:knowledge growth in teaching[J]. Educational Researcher,1986,15(2):4-15.
[7]许进杰.案例教学法在高校教师教育中的运用[J].玉林师范学院学报,2011,32(6):128-132.
[8]隋洁.教师教育教学默会知识发展机制探析[J].中小学教师培训,2004(12):14-16.
[9]王文茜.教师教育领域标志性教学法初探[D].上海:上海师范大学,2012.
[10]郑丹丹.教师教育者专业身份认同剖析[J].江苏高教,2014(3):113-115.
[11]张立.教师教育者身份认同的困境与出路[J].教育理论与实践,2016(29):36-38.
[12] Kelchtermans,G. Facilitating self-study of teacher education practices:toward a pedagogy of teacher educator professional development[J]. Professional Development in Education,2016,42(1):100-122.
[13]陈晓端,陈渝.当代西方教师教育者研究热点知识图谱与可视化分析[J].教师教育研究,2018,30(4):106-112.
[14][15] Julie Alderton. Exploring Self-Study to Improve My Practice as a Mathematics Teacher Educator[J]. Studying Teacher Education,2008,4(2):95-104.
[16]李铁绳,袁芳,郝文武.教师教育者专业发展的社会学分析[J].高教探索,2016(5):102-107.
[17]赵康.专业、专业属性及判断成熟专业的六条标准———一个社会学角度的分析[J].社会学研究,2000(5):36.
[18]朱旭东.试论建立教师教育认可和质量评估制度[J].高等师范教育研究,2002(3):31.
[19]闫建璋.从开放走向新封闭:精英化教师教育体系的构建[J].河南师范大学学报(哲学社会科学版),2017,44(5):152-156.