实习的力量:通过实践经验与支持促进职前教师发展——“统一幼儿保教项目”的实施
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摘要
职前教育对教学技能与教师发展起促进作用。实践经验为职前教师提供了将所学课程和知识运用于实践的机会。作为实践经验的一种形式,实习可以帮助职前教师发展最好的自我。高质量的实习有助于形成有效的教师特质,维持高水平的专业成长期待。该文分享了佛罗里达大学"统一幼儿保教项目"的实习工作过程,讨论了学生实习期所涉及的主题与内容,阐述了帮助学生持续反思与内化教师自我效能感的策略。该文有关实习指导、目标设置、反思与持续反馈过程的说明,例证了支持学生发展自身教师特质的方式。同时对于实习所指向的根本目标——专业成长,也作了概括与解释。
Preservice education includes much contributing to the development of skills and teachers. As Noddings says,the goal of education is to help people develop their best selves—be equipped with adaptive capabilities,useful and satisfying jobs,better self-understanding,wholesome personality,a grateful heart and promise of continuous learning. How can Teacher Preparation Program help students develop their best selves? Practical experiences provide students with opportunities of applying curriculums and knowledge they have learned to practice. As a form of practical experiences,internship can help students develop their best selves. The highest-quality internship should be beneficial to the formation of teacher characteristics and the maintenance of high-level professional development expectation. This paper shares the internship process of a university,discussing the relevant themes and content of students' internship and elaborating the strategies of helping students reflect continuously and internalizing teachers' self-efficacy. The explanation concerning internship guidance,goals setting,reflection and continuous feedback clarifies the methods of developing students' teacher characteristics. Meanwhile,as the essential target of internship,professional development is also summarized and interpreted.
Preservice education includes much contributing to the development of skills and teachers. As Noddings says,the goal of education is to help people develop their best selves—be equipped with adaptive capabilities,useful and satisfying jobs,better self-understanding,wholesome personality,a grateful heart and promise of continuous learning. How can Teacher Preparation Program help students develop their best selves? Practical experiences provide students with opportunities of applying curriculums and knowledge they have learned to practice. As a form of practical experiences,internship can help students develop their best selves. The highest-quality internship should be beneficial to the formation of teacher characteristics and the maintenance of high-level professional development expectation. This paper shares the internship process of a university,discussing the relevant themes and content of students' internship and elaborating the strategies of helping students reflect continuously and internalizing teachers' self-efficacy. The explanation concerning internship guidance,goals setting,reflection and continuous feedback clarifies the methods of developing students' teacher characteristics. Meanwhile,as the essential target of internship,professional development is also summarized and interpreted.
引文
(1)Noddings,N.,Happiness and Education,New York,NY:Cambridge University,2003.
(2)US News and World Report https://www.usnews.com/best-colleges/rankings/nationaluniversities/top-public.
(1)Anita Zucker,Center for Excellence in Early Childhood Studies,https://ceecs.education.ufl.edu/about-us/,2018.
(2)Workman,E.,Guernsey,L.,and Mead,S.,“Pre-K Teachers and Bachelor's Degrees:Envisioning Equitable Access to High-Quality Preparation Programs.”Early and Elementary Education Policy,February,2018,p.11.
(1)Kirby,D.M.Self-efficacy and Job Satisfaction of Early Career Elementary School Teachers:A Mixed Methods Study,Retrieved from http://search.proquest.com/docview/1114890317?accountid=12846,2011.
(2)Sumsion,J.,A Phenomenological Case Study of Staff Attrition in Early Childhood Education,Paper Presented at the Annual Conference of the American Educational Research Association,Seattle,WA,April.2001.
(3)Ravitch,D,The Death and Life of the Great American School System,New York,NY:Basic Books,2010.
(4)Glavin,K.,&Berger,C.,Using Career Construction Theory in Employment Counseling for Sales and Office and Administrative Support Occupations,Journal of Employment Counseling,49(4),2012,pp.185-191.
(5)Savickas,M.L.,The theory and Practice of career Construction,In S.D.Brown&R.W.Lent(Eds.),Career Development and Counseling:Putting Theory and Research to Work,Hoboken,NJ:John Wiley&Sons,2005,pp.42-70.
(6)Savickas,M.L.,David V.,Tiedman:Engineer of Career Construction.Career Development Quarterly,56(3),2008,pp.217-224.
(7)Elliott,E.,Isaacs,M.,&Chugani,C.,Promoting Self-efficacy in Early Career Teachers:A Principal's Guide for Differentiated Mentoring and Supervision.,Florida Journal of Educational Administration and Policy,4(1),2010,pp.131-146.
(1)Mathien,T.,Jumping in the snow:An Exploration of Early Childhood Educator Career Commitment,Available from Pro Quest Dissertations&Theses Global,2016.
(2)Galinsky,E.,Learning Communities:An Emerging Phenomenon,Young Children 67(1),2012,pp.20-27.
(3)Bueno,M.,Darling-Hammond,L.,&Gonzales,D.,A Matter of Degrees:Preparing Teachers for the Pre-k Classroom,Education Reform Series,Washington,DC:Pew Center on the States,2010.
(4)Early,D.,Maxwell,K.,Burchinal,M.,Alva,S.,Bender,R.,...Zill,N.,Teacher Education,Classroom Quality,and Young Children's Academic Skills:Results from Seven Studies of Preschool Programs,Child Development,78(2),2007,pp.558-580.
(1)Nolan,A.&Rouse,E.,“Where to From Here?Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood/Primary Qualification,”Australian Journal of Teacher Education,Available at:http://ro.ecu.edu.au/ajte/vol38/iss1/1.38(1),2013,pp.1-10.
(2)就业是指学生毕业后在其专业领域内获得有偿工作,留任是指学生在初次就业的5年内仍然从事他们所选择的职业,教师评价数据源自学校校长报告。
(2)US News and World Report https://www.usnews.com/best-colleges/rankings/nationaluniversities/top-public.
(1)Anita Zucker,Center for Excellence in Early Childhood Studies,https://ceecs.education.ufl.edu/about-us/,2018.
(2)Workman,E.,Guernsey,L.,and Mead,S.,“Pre-K Teachers and Bachelor's Degrees:Envisioning Equitable Access to High-Quality Preparation Programs.”Early and Elementary Education Policy,February,2018,p.11.
(1)Kirby,D.M.Self-efficacy and Job Satisfaction of Early Career Elementary School Teachers:A Mixed Methods Study,Retrieved from http://search.proquest.com/docview/1114890317?accountid=12846,2011.
(2)Sumsion,J.,A Phenomenological Case Study of Staff Attrition in Early Childhood Education,Paper Presented at the Annual Conference of the American Educational Research Association,Seattle,WA,April.2001.
(3)Ravitch,D,The Death and Life of the Great American School System,New York,NY:Basic Books,2010.
(4)Glavin,K.,&Berger,C.,Using Career Construction Theory in Employment Counseling for Sales and Office and Administrative Support Occupations,Journal of Employment Counseling,49(4),2012,pp.185-191.
(5)Savickas,M.L.,The theory and Practice of career Construction,In S.D.Brown&R.W.Lent(Eds.),Career Development and Counseling:Putting Theory and Research to Work,Hoboken,NJ:John Wiley&Sons,2005,pp.42-70.
(6)Savickas,M.L.,David V.,Tiedman:Engineer of Career Construction.Career Development Quarterly,56(3),2008,pp.217-224.
(7)Elliott,E.,Isaacs,M.,&Chugani,C.,Promoting Self-efficacy in Early Career Teachers:A Principal's Guide for Differentiated Mentoring and Supervision.,Florida Journal of Educational Administration and Policy,4(1),2010,pp.131-146.
(1)Mathien,T.,Jumping in the snow:An Exploration of Early Childhood Educator Career Commitment,Available from Pro Quest Dissertations&Theses Global,2016.
(2)Galinsky,E.,Learning Communities:An Emerging Phenomenon,Young Children 67(1),2012,pp.20-27.
(3)Bueno,M.,Darling-Hammond,L.,&Gonzales,D.,A Matter of Degrees:Preparing Teachers for the Pre-k Classroom,Education Reform Series,Washington,DC:Pew Center on the States,2010.
(4)Early,D.,Maxwell,K.,Burchinal,M.,Alva,S.,Bender,R.,...Zill,N.,Teacher Education,Classroom Quality,and Young Children's Academic Skills:Results from Seven Studies of Preschool Programs,Child Development,78(2),2007,pp.558-580.
(1)Nolan,A.&Rouse,E.,“Where to From Here?Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood/Primary Qualification,”Australian Journal of Teacher Education,Available at:http://ro.ecu.edu.au/ajte/vol38/iss1/1.38(1),2013,pp.1-10.
(2)就业是指学生毕业后在其专业领域内获得有偿工作,留任是指学生在初次就业的5年内仍然从事他们所选择的职业,教师评价数据源自学校校长报告。