儿童学习结果取向的美国教师教育课程研究
|
摘要
教师教育课程价值取向对课程的设计、实施及评价起着重要作用,不同的价值取向表达了不同的教师教育课程改革诉求。20世纪90年代后半期,美国教师教育课程价值取向在历经知识取向、技术取向、反思取向的演变后开始朝儿童学习结果取向转型,价值追求从关注未来教师转向关注儿童,儿童的学习与发展成了建构教师教育课程的旨趣。改革开放以来,我国教师教育课程进行了一系列改革,取得了显著的成效；2011年教育部颁布了《教师教育课程标准(试行)》,为深化教师教育课程改革提供了政策依据。在这种背景下,研究美国儿童学习结果取向的课程价值观及其对教师教育课程改革的影响对于有效推进我国教师教育课程改革具有重要的借鉴意义。
论文采用文献分析法,从研究目的出发,通过多种途径搜集了从19世纪初(美国教师教育诞生)至21世纪初与美国教师教育课程研究直接或间接相关的文章、专著、论文、报告、法案及演说,并对资料进行了整理与分析,形成了论文的基本框架和观点。
论文梳理了美国教师教育课程价值取向的历史演变及其影响因素,分析了不同价值取向的内涵、特征以及相互之间存在的传承关系,重点分析了儿童学习结果取向的形成背景。论文从多元智能理论、学科教学知识(PCK)理论及高等教育质量理论阐释了儿童学习结果取向的理论基础,陈述了儿童学习结果取向的内涵,澄清了儿童学习结果取向对教师教育课程的要求,即从儿童学习与发展角度构建课程、突显儿童在课程实施中的作用以及通过儿童学习结果评价课程质量。
论文以美国数所著名大学的教师教育课程为例,全面而翔实地剖析了儿童学习结果取向如何影响美国教师教育课程的目标、体系、实施及评价。儿童学习结果取向的教师教育课程目标旨在让未来教师树立了解与热爱每一位儿童的道德情操、掌握提升儿童学习结果的基本知识与能力、具备指向儿童学习结果的反思与探究素养；将课程划分为由儿童类课程和学科教学类课程组成的理论部分以及与理论学习同步的实践部分；为了突显儿童的作用以及未来教师和儿童之间的互动交流,在课程实施中特别注重运用观察与记录儿童言行、研究儿童案例、制作收集儿童作品在内的教学档案袋、设计课程或教学单元等方式；在课程评价上,将儿童学习结果视为评价的核心指标,所采用的两种课程评价方法分别是通过儿童学习成绩以及通过指向儿童学习结果的未来教师教学表现评价课程质量。
论文对美国儿童学习结果取向及其对教师教育课程的影响进行了评析,从价值取向的角度揭示了我国教师教育课程所存在的问题。基于对问题的分析,论文对我国教师教育课程改革提出了三条建议：确立促进儿童发展的课程价值取向、设计体现儿童发展取向的课程目标和体系、通过课程实施与评价确保儿童发展取向的实现。
The value orientation of teacher education programs (TEPs) is crucial to the design, implementation and evaluation of TEPs, different value orientations shed distinct light on the reform of TEPs. During the late of1990s, the value orientation of American TEPs, originally emphasizing the knowledge, technical or reflective nature, came to place priority on children's learning outcomes. As a result, the attention initially revolving exclusively around prospective teachers is now focusing on children and children's learning and development becomes the core pursuit of TEPs. Since the policy of reform and opening up, TEPs in China have been subjected to a series of adjustments and significant achievements have been made. In2011,(Chinese) Ministry of Education issued Standards for Teacher Education Programs (Trial Implementation) which provides policy foundations for deepening the reform of TEPs. Under such a background, exploring American children-learning-outcomes-oriented curriculum outlook and its implications for reforming TEPs is of great significance to the innovation of TEPs of our country.
By means of documentary research method and in compliance of research purposes, this dissertation, through a variety of means, collected articles, monographs, theses, dissertations, reports, bills and remarks which are directly or indirectly relevant to American TEPs study. The time range of those literature is from the early19th century which marks the dawn of American Teacher Education to the beginning of the21st century. After the collection, the work of sorting and analyzing literature was carried out, based on which the main framework and viewpoints of the dissertation surfaced.
This dissertation first traces the historical revolution of American TEPs'value orientations, reveals the factors that influence those orientations, analyzes the connotation, characteristics and mutual relationship of different value orientations, and especially investigates the emergence background of children-learning-outcomes orientation (CLOO). Then, it discuses theoretical foundations of CLOO from the perspectives of multiple intelligences theory, pedagogical content knowledge (PCK) theory and higher education quality theory respectively. After this, connotations of CLOO are presented which is followed by the elaboration of three requirements demanded by CLOO on TEPs, viz., the construction of TEPs based on children's learning and development, the reinforcement of children's roles in the implementation of TEPs and the judgment of the quality of TEPs through children's learning outcomes.
Taking TEPs from a couple of well-known American teacher training institutions as examples, this dissertation proceeds to dissect the impact of CLOO on the goals, structures, implementations and evaluations of American TEPs in an all-round and well-argued way. With respect to curriculum goals, TEPs of CLOO aim to make prospective teachers understand and love every child, possess the knowledge and abilities of promoting children's learning outcomes, and master the children-learning-outcomes-directed reflection. In terms of curriculum structures, TEPs are composed of theoretical coursework and field experiences. Theoretical coursework includes curriculum on children and that on subject teaching; field experiences are tightly interwoven with university-based coursework. In order to stress the role played by children and the interaction between prospective teachers and children, curriculum implementation in TEPs favors following methods:observing and recording children's words and behavior, conducting child case studies, making teaching portfolios which contain children work samples, and designing curriculum or teaching units. With regard to curriculum evaluation, children's learning outcomes are chief indices. In the practice, the quality of TEPs is evaluated by dint of children's scores in standardized tests or children-learning-outcomes-directed teaching performance of prospective teachers.
Next, the dissertation reviews American CLOO and its influences on TEPs. It then moves to expose problems of TEPs of our country from the perspective of value orientation. Based on the analysis of those problems, the dissertation finally puts forward three suggestions for the innovation of our TEPs, they are:identifying the promotion of children's development as TEPs' value orientation. Aligning curriculum goals and structures with the children-development orientation, and guaranteeing the realization of children-development orientation through curriculum implementation and evaluation.
论文采用文献分析法,从研究目的出发,通过多种途径搜集了从19世纪初(美国教师教育诞生)至21世纪初与美国教师教育课程研究直接或间接相关的文章、专著、论文、报告、法案及演说,并对资料进行了整理与分析,形成了论文的基本框架和观点。
论文梳理了美国教师教育课程价值取向的历史演变及其影响因素,分析了不同价值取向的内涵、特征以及相互之间存在的传承关系,重点分析了儿童学习结果取向的形成背景。论文从多元智能理论、学科教学知识(PCK)理论及高等教育质量理论阐释了儿童学习结果取向的理论基础,陈述了儿童学习结果取向的内涵,澄清了儿童学习结果取向对教师教育课程的要求,即从儿童学习与发展角度构建课程、突显儿童在课程实施中的作用以及通过儿童学习结果评价课程质量。
论文以美国数所著名大学的教师教育课程为例,全面而翔实地剖析了儿童学习结果取向如何影响美国教师教育课程的目标、体系、实施及评价。儿童学习结果取向的教师教育课程目标旨在让未来教师树立了解与热爱每一位儿童的道德情操、掌握提升儿童学习结果的基本知识与能力、具备指向儿童学习结果的反思与探究素养；将课程划分为由儿童类课程和学科教学类课程组成的理论部分以及与理论学习同步的实践部分；为了突显儿童的作用以及未来教师和儿童之间的互动交流,在课程实施中特别注重运用观察与记录儿童言行、研究儿童案例、制作收集儿童作品在内的教学档案袋、设计课程或教学单元等方式；在课程评价上,将儿童学习结果视为评价的核心指标,所采用的两种课程评价方法分别是通过儿童学习成绩以及通过指向儿童学习结果的未来教师教学表现评价课程质量。
论文对美国儿童学习结果取向及其对教师教育课程的影响进行了评析,从价值取向的角度揭示了我国教师教育课程所存在的问题。基于对问题的分析,论文对我国教师教育课程改革提出了三条建议：确立促进儿童发展的课程价值取向、设计体现儿童发展取向的课程目标和体系、通过课程实施与评价确保儿童发展取向的实现。
The value orientation of teacher education programs (TEPs) is crucial to the design, implementation and evaluation of TEPs, different value orientations shed distinct light on the reform of TEPs. During the late of1990s, the value orientation of American TEPs, originally emphasizing the knowledge, technical or reflective nature, came to place priority on children's learning outcomes. As a result, the attention initially revolving exclusively around prospective teachers is now focusing on children and children's learning and development becomes the core pursuit of TEPs. Since the policy of reform and opening up, TEPs in China have been subjected to a series of adjustments and significant achievements have been made. In2011,(Chinese) Ministry of Education issued Standards for Teacher Education Programs (Trial Implementation) which provides policy foundations for deepening the reform of TEPs. Under such a background, exploring American children-learning-outcomes-oriented curriculum outlook and its implications for reforming TEPs is of great significance to the innovation of TEPs of our country.
By means of documentary research method and in compliance of research purposes, this dissertation, through a variety of means, collected articles, monographs, theses, dissertations, reports, bills and remarks which are directly or indirectly relevant to American TEPs study. The time range of those literature is from the early19th century which marks the dawn of American Teacher Education to the beginning of the21st century. After the collection, the work of sorting and analyzing literature was carried out, based on which the main framework and viewpoints of the dissertation surfaced.
This dissertation first traces the historical revolution of American TEPs'value orientations, reveals the factors that influence those orientations, analyzes the connotation, characteristics and mutual relationship of different value orientations, and especially investigates the emergence background of children-learning-outcomes orientation (CLOO). Then, it discuses theoretical foundations of CLOO from the perspectives of multiple intelligences theory, pedagogical content knowledge (PCK) theory and higher education quality theory respectively. After this, connotations of CLOO are presented which is followed by the elaboration of three requirements demanded by CLOO on TEPs, viz., the construction of TEPs based on children's learning and development, the reinforcement of children's roles in the implementation of TEPs and the judgment of the quality of TEPs through children's learning outcomes.
Taking TEPs from a couple of well-known American teacher training institutions as examples, this dissertation proceeds to dissect the impact of CLOO on the goals, structures, implementations and evaluations of American TEPs in an all-round and well-argued way. With respect to curriculum goals, TEPs of CLOO aim to make prospective teachers understand and love every child, possess the knowledge and abilities of promoting children's learning outcomes, and master the children-learning-outcomes-directed reflection. In terms of curriculum structures, TEPs are composed of theoretical coursework and field experiences. Theoretical coursework includes curriculum on children and that on subject teaching; field experiences are tightly interwoven with university-based coursework. In order to stress the role played by children and the interaction between prospective teachers and children, curriculum implementation in TEPs favors following methods:observing and recording children's words and behavior, conducting child case studies, making teaching portfolios which contain children work samples, and designing curriculum or teaching units. With regard to curriculum evaluation, children's learning outcomes are chief indices. In the practice, the quality of TEPs is evaluated by dint of children's scores in standardized tests or children-learning-outcomes-directed teaching performance of prospective teachers.
Next, the dissertation reviews American CLOO and its influences on TEPs. It then moves to expose problems of TEPs of our country from the perspective of value orientation. Based on the analysis of those problems, the dissertation finally puts forward three suggestions for the innovation of our TEPs, they are:identifying the promotion of children's development as TEPs' value orientation. Aligning curriculum goals and structures with the children-development orientation, and guaranteeing the realization of children-development orientation through curriculum implementation and evaluation.
引文
1本文中的“未来教师”均指教师教育课程学习者,在教师培养机构对未来教师进行教育的人统称“教师教育者”
2苏真.比较师范教育[M].北京：北京师范大学出版社,1991：23.
Urban. W. J. Historical Studies of Teacher Education[A], In W. R. Houston. M. Haberman & J. Silkula (Eds.). Handbook of Research on Teacher Education[C]. New York:MacMillan,1990:59-71.
1Labaree. D. F. An Uneasy Relationship:The History of Teacher Education in the University[A].In Cochran-'Smith. M.. Feiman-Nemser, S., McIntyre, D. J.& Demers, K. E. (Eds.). Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts[C]. New York:Routledge,2008:290-306.
2 Ogren, C, The American State Normal School:"An Instrument of Great Good. " [M]. New York:Palgrave Macmillan,2005:1-2.
3 Brown. H. A. The Normal-School Curriculum[J]. The Elementary School Journal.1919.20(4):276-284.
4滕大春.美国教育史『M].北京：人民教育出版社.1994：131.
5①Brown, H. A. Some Nest Steps for Establishing Standards for Teachers'Col leges[J]. The Elementary School Journal,1924,25(3):211-226. ②Brown. H. A. New Standards for Teachers Colleges[J]. The Elementary School Journal 1926.27(1):48-59.
1李其龙、陈永明.教师教育课程的国际比较『M].北京：教育科学出版社.2002：16-18.
2 Bradley, A. NEA. AFT Take up the Thorny issues of Teacher Quality[N]. Education Week.1998,18:6.
3 Schalock. H. D.& Myton, D. A New Paradigm for Teacher Licensure:Oregon s Demand for Evidence of Success in Fostering Learning[J]. Journal of Teacher Education,1988.39 (6):8-16.
1例如：① Schalock, H. D. Student Progress in Learning:Teacher Responsibility, Accountability, and Reality[J]. Journal of Personnel Evaluation in Education,1998,12 (3):237-246. ②McConney. A. A.. Schalock. M. D.& Schalock, H. D. Focusing Improvement and Quality Assurance:Teacher Work Samples as Authentic Performance Measures of Prospective Teachers' effectiveness[J]. Journal of Personnel Evaluation in Education.1998,11(4): 343-363. ③Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education,1998,12(3):247-256. ④Darling-Hammond, L.& Loewenberg-Ball, D. Teaching Higher Standards: What Policy Makers Need to Know[R]. Washington, DC:NCTAF,1999. ⑤Harris, L. B., Salzman, S.. Frantz, A.. Newsome, J.& Martin, M. Using Accountability Measures in the Preparation of Preservice Teachers to Make a Difference in the Learning of All Students[Z]. Chicago, IL:Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education,2000:3.
2 Denner, P. R.. Norman, A. D., Salzman, S. A. & Pankratz. R. S. Connecting Teaching Performance to Student Achievement:A Generalizability and Validity Study of the Renaissance Teacher Work Sample Assessment[Z]. Jacksonville, FL:Paper Presented at the Annual Meeting of the Association of Teacher Educators.2003:4-6.
3①Butler. J. An Introduction to.NCATE and NASPEWCATE Beginning Teacher Standards[J]. Journal of Physical Education, Recreation & Dance (JOPERD),2006,77 (2):15-19.31-32. ②Gideonse. H. D. The Redesign of NCATE,1980-1986[A]. In H. D. Gideonse (Ed.). Teacher Education Policy:Narratives, Stories, and Cases[C]. Albany, NY:SUNY Press,1992:2-5.
1 Wilson. S. M., Floden. R. E.& Ferrini-Mundy, J. Teacher Preparation Research:Current Knowledge, Gaps, and Recommendations[R]. Seattle, WA:Center for the Study of Teaching and Policy.2001:33-34.
2 Singer-Gabella. M.& Tiedemann. P. Tasks and Trajectories in Learning to Teach[J]. Curriculum Studies,2008. 40 (4):457-480.
3Cochran-Smith. M. Editorial:The Questions That Drive Reform[J]. Journal of Teacher Education.2000a, 51 (5): 331-333.
4 Schalock, H. D. Student Progress in Learning:Teacher Responsibility. Accountability, and Reality[J]. Journal of Personnel Evaluation in Education,1998.12(3):237-246.
5①McConney. A.. Schalock, M. D.& Schalock, H. D. Using Indicators of Student Learning in Teacher Evaluation[A]. In J. H. Stronge (Ed.), Evaluating Teaching:A Guide to Current Thinking and Best Practice[C]. Thousand Oakes. CA:Convin,1997:162-192. ②Keese, N.& Brown. T. Student Teacher Input and Teacher Work Sample as Part of a Teacher Education Unit Accountability System[Z]. Santa Fe, NM:Paper Presented at the Annual Meeting of the Association of Teacher Educators,2003:7.
6 Schalock. H. D.. Schalock. M. D.& Myton. D. Effectiveness:Along with Quality:Should Be the Focus[J]. Phi Delta Kappa.1998,79 (6):468-470.
7Hamel, F. L.& Merz, C. Reframing Accountability:A Preservice Program Wrestles with Mandated Reform[J]. Journal of Teacher Education.2005.56 (2):157-167.
8 Lorson, K. Making Teacher Work Samples "Work" for Accreditation[J]. Journal of Physical Education. Recreation & Dance.2010,81 (2):54-57.
1 Arne Duncan. Teacher Preparation:Reforming the Uncertain Profession. Remarks at Teachers College, Columbia University,2009.
2 NCATE Blue Ribbon Panel. Transforming Teacher Preparation Through Clinical Practice:A National Strategy to Prepare Effective Teachers[R]. Washington DC:NCATE,2010:iii.
3Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education,2006.57 (2):120-138.
4 Cochran-Smith. M. The Future of Teacher Education:Framing the Questions that Matter[J]. Teacher Education Journal,2000b.11 (1):13-24.
5 Denner. P. R., Salzman. S. A.& Harris. L. B. Teacher Work Sample Assessment:An Accountability Method That Moves Beyond Teacher Testing to the Impact of Teacher Performance on Student Learning[Z]. New York. NY: Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education.2002:3.
1 Wideen. M., Mayer-Smith. J.& Moon. B. A Critical Analysis of the Research on Learning to Teach:Making the Case for an Ecological Perspective on Inquiiy[J]. Review of Educational Research.1998,68(2):130-178.
1 Elliot, J. Action Research for Educational Change[M]. Buckingham:Open University Press.1991:45-47.
1 Feiman-Nemser. S. Teacher Preparation:Structural and Conceptual Alternatives[A]. In W. R. Houston (Ed.). Handbook of Research on Teacher Education[C]. New York:Macmillan,1990:212-233.
2《教师教育课程标准》专家组.关于我国教师教育课程现状的研究[J].全球教育展望,2008.37(9)：19-24.
3钟启泉、胡惠闵.我国教师教育课程标准的建构[J].全球教育展望.2005.34(1)：36-39.
1 ①Fry, P. Identifying Challenges Faced by Teacher Education in an Increasing Global Society[J]. Teacher Education and Practice.2008,21(4):476-478. ②Paese. P. C. The Major Challenges Facing Teacher Education in an Increasingly Global Society[J]. Teacher Education and Practice.2008,21(4):470-472. ③Armstrong. N. F. Teacher Education in a Global Society:Facilitating Global Literacy for Preservice Candidates Through International Field Experiences[J]. Teacher Education and Practice.2008,21(4):490-506. ④Flores. B. B. Reflective Essav:What Are the Major Challenges Faced by Teacher Education in an Increasing Global Society? [J]. Teacher Education and Practice,2008.21(4):452-454. ⑤Jenlink. P. M. Teacher Education in a Global Society[J]. Teacher Education and Practice,2008.21(4):424-426. ⑥Houston. W. R. & Pierson. M. E. Preparing Teachers for a Global Society That Is Unknown to Teacher Educators[J]. Teacher Education and Practice,2008, 21(4):479-481.
2 Houston. W. R.& Pierson. M. E. Preparing Teachers for a Global Society That Is Unknown to Teacher Educators[J]. Teacher Education and Practice.2008.21(4):479-481.
1 McMorrow, U. Changing Practices for a Global Society:Vaices of Students. Teachers, Principals and University Teacher Educators on Active Learning[J]. Irish Educational Studies,2006,25(3):321-335.
'Hunter. W. J. The Seven-Fold Path:Teaching Writing in the Knowledge Society[J]. College Quarterly,2010, 13(1):1-6.
3 Beck, S. The Teacher s Role and Approaches in a Knowledge Society[J]. Cambridge Journal of Education,2008, 38(4):465-481.
4 Mishra, R. Knowledge Society and Its Teachers[A]. In R. P. Singh (Ed.). Teaching Teachers fora Knowledge Society[C]. Darya Ganj, New Delhi:Gyan Publishing House,2008:223-230.
5 Sharma, B. L. Reforms in Teacher Training[M]. Jaipur, India:ABD Publishers,2009:60.
6 Shank. R. C. A Vision of Education in the 21st Century[J]. Technology Horizons in Education (T.H.E.) Journal, 2000:27(6):42-45.
7 Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy, A Nation Prepared: Teachers for the 21st Century[R]. Hyattsville, MD:Carnegie Forum on Education and the Economy.1986.
8 Uibu, K.& Kikas, E. The Roles of a Primary School Teacher in the Information Society[J]. Scandinavian Journal of Educational Research.2008.52(5):459-480.
9 Ertmer, P. A.& Lewandowski, J. Using Electronic Models to Increase Preservice Teachers'Ideas and Confidence for Technology Integration[A]. In D. A. Willis. J. Price & N. Davis (Eds.), Proceedings of SITE 2002: Society for Information Technology & Teacher Education International Conference[C]. Norfolk. VA:Association for the Advancement of Computing in Education,2002:1314-1318.
1 Taylor, P. A. Teacher Educators'Role in Promoting the Tenets of Multicultural Education[Z]. Point Clear. AL: Paper Presented at the Annual Meeting of the Mid-South Educational Research Association,1999.
2 Hodgkinson, H. L. Diversity Comes in All Sizes and Shapes[J]. School Business Affairs,1997,63(4):3-7.
3 Sleeter, C. E. White Preservice Students and Multicultural Education Coursework[A]. In J. M. Larkin & C. E. Sleeter (Eds.), Developing Multicultural Teacher Education Curricula[C]. Albany. NY:State University of New York,1995:17-30.
4 Cited from:Knight. W. B. Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Art Teacher Education[D]. The Ohio State University,2000:17-18.
5 Furman. J. S. Tensions in Multicultural Teacher Education Research:Demographics and the Need to Demonstrate Effectiveness[J]. Education and Urban Society,2008,41(1):55-79.
6 Banks, J. A. Multicultural Education:Historical Development, Dimensions, and Practice[A]. In J. A. Banks & C. A. Banks (Eds.). Handbook of Research on Multicultural Education (2nd Ed.) [C]. San Francisco:Jossey-Bass., 2004:3-29.
7 Grant. C. A.& Sleeter, C. E. Race. Class, Gender, and Disability in the Classroom[A]. In J. A. Banks & C. A. Banks (Eds.), Multicultural Education, Needham Heights. MA:Allyn & Bacon.2001:59-81.
8 Gorski, P. C. Unintentional Undermining of Multicultural Education:Educators at the Equity Crossroads[A]. In J. Landsman & C. W. Lewis (Eds.), White Teachers. Diverse Classroom[C]. Sterling, VA:Stylus Publishing, LLC., 2006:61-78.
9卢乃桂、操太圣.中国教师的专业发展与变迁[M].北京：教育科学出版社.2009：3.
1申继亮.新世纪教师角色重塑：教师发展之本『M].北京：北京师范大学出版社,2006：2.12-19.
2霍力岩.教育的转型与教师角色的转换[J].教育研究,2001(3)：70-71.
3叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2001：25-26.
4①全国课程专业委员会秘书处.21世纪中国课程研究和改革发展[A].出自：全国课程专业委员会秘书处编.21世纪中国课程研究与改革[C].北京：人民教育出版社,2001：21.②刘永康、李华平.高中新课程的理论与实践[M].北京：高等教育出版社,2008：1-4.③靳玉乐.新课程改革的理念与创新[M].北京：人民教育出版社,2003：3-8.④徐仲林、徐辉.基础教育课程改革理论与实践[M].成都：四川教育出版社.2005：10-18.
5黄甫全.新课程中的教师角色与教师培训[M].北京：人民教育出版社,2003：50-106.
6王少非.新课程背景下的教师专业发展[M].上海：华东师范大学出版社.2005：56-64.
7余文森、连榕等.教师专业发展『M].福州：福建教育出版社.2007：38-45.
8徐仲林、徐辉.基础教育课程改革理论与实践[Ml.成都：四川教育出版社,2005：202-205.
9饶从满、杨秀玉、邓涛.教师专业发展『M].长春：东北师范大学出版社.2005：23-27.
10杨九俊.基础教育课程改革新教师读本[M].南京：南京大学出版社.2008：246-250.
1 Doyle. W. Themes in Teacher Education Research[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990:3-24.
1 Zeichner. K. M. Alternative Paradigms of Teacher Education[J]. Journal of Teacher Education,1983,34(3):3-9.
21990年和2003年,蔡克纳分别把教师教育课程重新划分为学术取向、社会效能取向、发展主义取向、社会重建取向和专业化取向、去专业化取向(解制取向)、社会正义取向。参见：①Zeichner, K. M.& Liston, D. P. Traditions of Reform in U.S. Teacher Education[J]. Journal of Teacher Education.1990,41(2):3-20. ②Zeichner, K. M.& Howey. K. R. The Adequacies and Inadequacies of Three Current Strategies to Recruit. Prepare, and Retain the Best Teachers for All Students[J]. Teachers College Record,2003,105(3):490-519.
1 Zimpher, N. L. Adapting Supervisory Practices to Different Orientations of Teaching Competence[J]. Journal of Curriculum and Supervision,1987,2(2):101-127.
2齐非尔在另一研究中采取了不同的划分,把教师教育课程分为经验主义取向、解释学取向、批判取向,参见：Zimpher, N. L.& Ashburn. E. A. Studying the Professional Development of Teachers:How Conceptions of the World Inform the Research Agenda[J]. Journal of Teacher Education.1985.36(6):16-26.
'Feiman-Nemser, S. Teacher Preparation:Structural and Conceptual Alternatives[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.). Handbook of Research on Teacher Education[C]. New York:Macmillan.1990: 212-233.
4 Emans. R. Analysis of Four Different Approaches to Teacher Education[J]. College Student Journal,1981,15(3): 209-216.
5 Kirk, D. Bevond the Limits of Theoretical Discourse in Teacher Education:Towards a Critical Pedagogy[J]. Teaching and Teacher Education.1986,2(2):155-167.
6 Joyce, B. Conceptions of Man and Their Implications for Teacher Education[A]. In K. Ryan (Ed.), Teacher Education (74th Yearbook of the National Society for the Study of Education)[C]. Chicago:University of Chicago Press.1975:111-145.
7 Deng, Z.& Gopinathan, S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education,2003, 31(1):51-65.
8 Popkewitz. T. S.. Tabachnick, B. R.& Zeichner, K. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education.1979.30(5):52-60.
9 Hartnett. A.& Naish. M. Technicians or Social Bandits? Some Moral and Political Issues in the Education of Teachers[A]. In P. Woods (Ed.). Teacher Strategies:Explorations in the Sociology of the School[C]. London: Croom Helm.1980:254-273.
10 Kennedy. M. M. Inexact Sciences Professional Education and the Development of Expertise[J]. Review of Research in Education.1987.14(1):133-167.
11 Schubert. W. H. Reconceptualking and the Matter of Paradigms[J]. Teaching and Teacher Education.1989. 40(1):27-32.
1 Korthagen. F. A. J., Kessels. J.. Koster, B.. Lagerwerf. B.& Wubbels. T. Linking Practice and Theory:The Pedagogy of Realistic Teacher Education[M]. Mahwah, NJ:Lawrence Erlbaum Associates, Inc.,2001:1-19, 69-87.
2Elliott. J. Three Perspectives on Coherence and Continuity in Teacher Education[A]. In J. Elliott (Ed.), Reconstructing Teacher Education:Teacher Development[C]. Washington, DC:The Falmer Press.1993:15-19.
3 Tom. A. R. Redesigning Teacher Education[M]. Albany. NY:State University-of New York Press.1997:56-67.
4朱小蔓、笪佐领.走综合发展之路：培养自主成长型教师[J].课程·教材·教法.2002.22(1)：59-63.
5丁钢.全球化背景下的教师专业发展创新计划——新理念及其变革实践[M].北京：北京师范大学出版社,2009：6-12.
1 Deng. Z.& Gopinathan. S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education,2003, 31(1):51-65.
1 Feiman-Nemser. S. Teacher Preparation:Structural and Conceptual Alternatives[A]. In W. R. Houston. M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990: 212-233.
1 Tuinamuana. K. Reconstructing Dominant Paradigms of Teacher Education Possibilities for Pedagogical Transformation in Fiji[S]. Asia-Pacific Journal of Teacher Education.2007,35(2):111-127.
1钟启泉.为了未来教育家的成长——论我国教师教育课程创新的课题[J].教育发展研究.2011(18)：20-26.
2卜玉华.教师教育及其研究何去何从——从教育理论与实践的关系展开的思考[J].教育理论与实践.200424(6)：51-55.
1王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008：15.
2王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008：80.89-95.
1转引自：《教师教育课程标准》专家组.《教师教育课程标准(征求意见稿)》咨询专家意见分析[J].全球教育展望.2008.37(9)：12-18.
1 Vlasceanu, L., Grunberg. L.& Parlea. D.. Quality Assurance and Accreditation:A Glossary of Basic Terms and Definitions (Bucharest UNESCO-CEPES) [Z]. Papers on Higher Education (ISBN 92-9069-178-6).2004:41-42.
2 Professional Development Committee of American Association of Law Libraries. What Are Learning Outcomes[EB/OL].http://www.aallnet.org/prodev/outcomes.asp.2010-11-27.
3转引自：黄海涛.美国“学生学习成果评估”研究评析[J].清华大学教育研究.2011.32(2)：119-124.
4 Children's Learning Outcomes[EB/OL]. http://www.ehow.com/about_5437857_childrens-learning-outcomes.html.2012-1-9.
5 Landsheere. G. De. Concepts of Teacher Education[A]. In Michael J. Dunkin (Ed). The International Encyclopedia of Teaching and Teacher Education[C]. New York:Pergamon Press.1987:77.
1 Kapel. D. E.. Clifford. C. S.& Kapel, M. B. American Educators'Encyclopedia (Revised Edition)[Z]. Westport. CT:Greenwood Press.1991:563.
2 Unger. H. G Encyclopedia of American Education[Z]. New York:Facts On File Inc.,1996:965.
3 Landsheere, G De. Concepts of Teacher Education[A]. In Michael J. Dunkin (Ed). The International Encyclopedia of Teaching and Teacher Education[C]. New York:Pergamon Press.1987:79-80.
4 Ben-Peretz. M. Curriculum of Teacher Education Programs[A]. In L. W.Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education (Second Edition)[C]. New York:Pergamon Press.1995:543.
5教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：278.
1《教师教育课程标准》专家组.《教师教育课程标准》(送审稿2010版)[S].上海：华东师范大学课程与教学研究所,2010.
2有的学者称其为范式(paradigm)或模式(model)。
3①Ortuno, M. M. Cross-Cultural Awareness in the Foreign Language Class:The Kluckhohn Model[J]. The Modern Language Journal.1991.75(4):449-459. ②Kohls, L. R. Survival Kit for Overseas Living (2nd Ed.) [M]. Yarmouth, ME:Intercultural.1984:21.
4 Kluckhohn, F.& Strodtbeck, F. Variations in Value Orientations[M]. Evanston, IL:Row, Peterson.1961:viii.
5 Kluckhohn. F.& Strodtbeck. F. Variations in Value Orientations[M]. Evanston. IL:Row. Peterson.1961:4.
1 Popkewitz, T. S., Tabachnick. B. R.& Zeichner, K. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education,1979,30(5):52-60.
2 West, R. C. Is a New Paradigm in Teacher Education Possible[J]. Educational Forum.1986,50(4):455-464.
3 Zimpher, N. L.& Ashburn. E. A. Studying the Professional Development of Teachers:How Conceptions of the World Inform the Research Agenda[J]. Journal of Teacher Education.1985,36(6):16-26.
4 Popkewitz, T. S.. Tabachnick, B. R.& Zeichner. K.. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education,1979.30(5):52-60.
5 Deng.. Z.& Gopinathan. S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education.2003. 31(1):51-65.
6 Doyle. W. Themes in Teacher Education Research[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990:3-24.
1Cohen, L., Manion. L.& Morrison K. Research Methods in Education[M]. New York:Routledge,2007:151.
1叶澜.教育研究及其方法[M].北京：中国科学技术出版社.1990：175.
2袁振国.教育研究方法[M].北京：高等教育出版社.2000：149.
1①arling-Hammond, L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program[J]. Educational Perspectives,2004.36(1-2):8-19, ②Hammerness. K. & Darling-Hammond, L. Meeting Old Challenges and New Demands:The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education,2002.11(1):17-30. ③王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育,2007(11)：22-24.
2①Darling-Hammond. L.(Ed.) Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education.2000c. ②Darling-Hammond, L. (Ed.) Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC: American Association of Colleges for Teacher Education,2000a. ③Darling-Hammond, L. (Ed.) Studies of Excellence in Teacher Education:Preparation in a Five-Year Program[C]. Washing DC:American Association of Colleges for Teacher Education,2000b.
3Darling-Hammond. L.& Bransford. J. (Eds.). Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco. CA:Jossey-Bass.2005.
1 Darling-Hammond, L.. Fickel. L.. Koppich..J.. MacDonald, M., Merseth. K.. Miller. L.. Ruscoe. G. Silvernail. D.. Snyder. J.. Whitford. B. L.& Zeichner. K. Powerful Teacher Education:Lessons from Exemplary Programs[M]. San Francisco. CA:Jossey-Bass.2006.
1叶澜.教育研究及其方法[M].北京：中国科学技术出版社,1990：183-186.
1[美]艾伦.C.奥恩斯坦、费郎西斯.P.汉金斯著.柯森主译.课程：基础、原理和问题[M].南京：江苏教育出版社,2002：43.
1[美]艾伦.C.奥恩斯坦、费郎西斯.P汉金斯著.柯森主译.课程：基础、原理和问题[M]南京：江苏教育出版社,2002：43-45.
2王凤玉.社会变革与教育机构转型：美国师范教育机构转型研究及启示[M].北京：人民出版社,2008：91-92.
3赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981：156.
4赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981：4.
5赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981：6.
1赵祥麟、王承绪编译.杜威教育论著选fM].上海：华东师范大学出版社.198]：32.
2[美]丘奇著,李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社.1990：400-401.
3[美]美国教育局.论中学的生活适应教育[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社.1990：77.
4 Lagemann. E. An Elusive Science:The Troubling History of Education Research[M]. Chicago. IL:University of Chicago Press,2000:172.
1[美]丘奇著.李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社,1990：402.
2滕大纯.美国教育史[M]北京：人民教育出版社,1994：600-601.
3该委员会成立于1956年,旨在改革公立学校教育、加大学校学术性课程的比例。
4科南特著.陈友松主译.科南特教育论选著[M].北京：人民教育出版社,1988.248-266.
5 Koerner, J. D. The Miseducation of American Teachers[M]. Boston:Houghton Mifflin.1963:17.
6 Koerner. J. D. The Miseducation of American Teachers[M]. Boston:Houghton Mifflin,1963:270-274.
5[美]丘奇著.李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社.1990：419。420.
1[美]艾伦.C.奥恩斯坦、费郎西斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M].南京：江苏教育出版社,2002：46-47.
2 Walmsley. A. L. E. A History of Mathematics Education During the Twentieth Century[M]. Lanham, Md: University Press of America.2007:23-24.
1刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社.2005：354-362.
2 Davies. D. Response to John Merrow's Report on CBTE[A]. In. J. G. G Merrow Ⅱ (Ed.). The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975.:67-80.
1莫雷.教育心理学[M].广州：广东高等教育出版社,2005：70-71.
1莫雷.教育心理学[M].广州：广东高等教育出版社,2005：84.
2刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社.2005：362.
Sedlak, M.& Schlossman. S. Who Will Teach? Historical Perspectives on the Changing Appeal of Teaching as a Profession[M]. Santa Monica. CA:Rand Corp..1986:7.
3全美教育协会(NEA)于1959年发布的一份报告也曾明确指出教师的工资太低,比较而言,其它就业岗位(如工程、会计、销售等)为同样有着大学学位的人提供了更可观的经济收入。每一年都有大量的教师跳槽到其它工作领域。参见：National Education Association. Financial Incentives for Teachers[M]. Research Bulletin. Vol. 37.1959:48.
1 Shanker. A. Hazards of Competency-Based Education[A]. In. J. G. G. Merrow Ⅱ (Ed.). The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975:67-80.
2兰英.美国教师专业化运动述评[J].外国教育研究.1996.04：42-46.
3刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社,2005：335-337.
4兰英.美国教师专业化运动述评[J].外国教育研究、1996.04：42-46.
1教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：22-24.
2National Commission on Excellence in Education, A Nation at Risk:The Imperative for Educational Reform[R]. Washington, D.C.:US Department of Education.1983.
Southern Regional Education Board. Improving Teacher Education:An Agenda for Higher Education and the Schools[R]. Atlanta. GA:Southern Regional Education Board.1985.
4 National Commission on Excellence in Teacher Education. A Call for Change in Teacher Education[R].Washington, D.C.:"National Commission on Excellence in Teacher Education,1985.
1California Commission on the Teaching Profession. Who Will Teach our Children[R]. Sacramento, CA: Californian Department of Education,1985.
2 Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy. A Nation Prepared: Teachers for the 21st Century[R]. Hyattsville. MD:Camegie Forum on Education and the Economy.1986.
3 Holmes Group. Tomorrow's Teachers[R]. East Lansing. MI:Holmes Group,1986.
1其它七个方面是：①实施学校改组,为教学创造一个专业的氛围；②改组教师队伍,为达到了一定专业造诣的高水平教师授予“领导型教师”称号；③在接受教育专业学习之前须获得文理学士学位；④开发一套严格的研究生层次的课程,学完该课程可获得教学硕士学位(Master in Teaching degree);⑤培养少数民族学生从事教师职业；⑥为学校提供必要的资源支持；⑦增涨教师工资,为教师终身发展提供机会。
5剩下的目标是：①教师教育在知识基础上应该更加牢固。未来教师不仅须学好学科专业知识,也应掌握传授这些知识的教学技能；②承认教师在知识、技能、态度、教育背景、资格证书等方面的差异,设立区分新手教师与资深教师的职业梯度；③建立专业发展学校,促进大学与中小学间的合作交流；④让学校成为教师能更好地工作与学习的地方,为此应减少官僚科层,赋予教师自主权,让教师适当担任领导角色等。
1 Delandshere. G.& Arens. S. A. Representations of Teaching and Standard-Based Reform:Are We Closing the Debate About Teacher Education[J]. Teaching and Teacher Education,2001.17(5):547-566.
2 National Board for Professional Teaching Standards. What Teachers Should Know and Be Able to Do[R]. Arlington VA:NBPTS.1989.
1Interstate New Teacher Assessment and Support Consortium. Model Standards for Licensing New Teachers[R]. Washington D.C.:Interstate New Teacher Assessment and Support Consortium,1992.
2这是一个非营利性机构,其主要成员包括政府官员、企业人士、社区领袖、教育专家等,它于1994年在洛克非勒基金会(Rockefeller Foundation)和卡内基基金会的共同赞助下正式成立。
2National Commission on Teaching and America's Future. What Matters Most:Teaching for America's Future[R]. New York:National Commission on Teaching and America's Future.1996.
4 National Commission on Teaching and America's Future, Doing What Matters Most:Investing in Quality Teaching[R]. New York:National Commission on Teaching and America's Future,1997.
5自由主义几百年来一直是西方国家的主流思想,其基本观点是崇尚个人主义,极力维护资本主义制度,被大多数西方国家确立为制定国策和治国方略的理论基础。新自由主义是20世纪30年代资本主义由私人垄断走向国家垄断,首先在西方经济学中出现的一种公开为资本主义制度辩护的思潮。
1张才国.新自由主义意识形态[M].北京：中央编译出版社,2007：51-56.
2①张才国.新自由主义意识形态[M]北京：中央编译出版社,2007：51-56②Martinez. E. & Garcia. A. What Is Neoliberalism[EB/OL]. http://www.cornwatch.ora/article.nhp?id=376.2012-4-8.
3李鹏.新公共管理及应用『M].北京：社会科学文献出版社,2004：10(前言).
4赵成根.新公共管理改革：不断塑造新的平衡[M].北京：北京大学出版社,2007：2-6.
5贺武华.公共教育改革中的新自由主义思想取向与反思[J].教育研究,2009(9)：79-85.
1吴合文、毛亚庆.新自由主义、全球化与高等教育发展『J].高等教育研究,2008.29(12)：1-7.
2 ①Tolofari. S. New Public Management and Education[J]. Policy Futures in Education,2005.3(1):75-89. ② Court, M. Talking Back to New Public Management Versions of Accountability in Education:A Co-Principalship's Practices of Mutual Responsibility[J]. Educational Management Administration & Leadership,2004.32(2): 171-194. ③Fusarelli, L. D. & Johnson, B. Educational Governance and the New Public Management[J]. Public Administration and Management:An Interactive Journal,2004,9(2):118-127. ④Solhaug, T. New Public Management in Educational Reform in Norway[J]. Policy Futures in Education.2011.9(2):267-279.
3 Lessinger, L. M. Accountability-and Humanism:A Productive Educational Complementarity[A]. In C. D. Sabine (Ed.), Accountability:Systems Planning in Education[C]. Homewood. Illinois:ETC Publications.1973:8-9.
Ravitch, D. A Brief History of Testing and Accountability[EB/OL]. http:/www.hoover.org/publications/hoover-digest/article/7286.2002-10-30.
2 National Commission on Excellence in Education, A Nation at Risk:The Imperative for Educational Reform[R]. Washington. D.C.:National Commission on Excellence in Education,1983.
3 National Governors'Association. Time for Results:The Governors'1991 Report on Education[R]. Washington, D.C.:National Governors" Association.1986.
4 National Education Goals Panel. Background on the National Education Goals Panel[R]. Washington. D.C.: National Education Goals Panel.1993.
1李敏.美国教育政策问题研究——以20世纪80年代以来基础教育政策为例[D].华东师范大学博士学位论文.2006：57.
2 United States Act of Congress. Goals 2000:Educate America,Act[EB/OL]. http://www2.ed.gov/legislation/GOALS2000/TheAct/index.html.2010-10-10.
3 United States Act of Congress, No Child Left Behind Act of 2001[EB/OL]. http://www2.ed.gov/policy/elsec/leg/esea02/index.html2002,2010-10-6.
1[美]艾伦C.奥恩斯坦、费郎西斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M]南京：江苏教育出版社,2002：52.
1[美]艾伦.C.奥恩斯坦、费郎两斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M]南京：汀苏教育出版社,2002：47.
2王松、张云.当今时代与教师[M].北京：中国科学技术出版社,1990：105.
1 Cited from:Merrow Ⅱ, J. G. G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975:9.
2 Elam. S. M. Performance-Based Teacher Education:What Is the State of the Art[M]. Washington D.C.: American Association of Colleges for Teacher Education.1975. Cited from:Merrow Ⅱ. J. G. G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975:13.
1 Houston. W. R.& Jones. H. L. Three Views of Competency-Based Teacher Education:Ⅱ University of Houston. CBTE:Applying Systems Theory to Program Design. Fastback 49[M]. Bloomington. IN:Phi Delta Kappa Educational Foundation.1974:20-22.
2教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：27.
1虽然反思性实践、反思型实践者概念由舍恩于20世纪80年代提出,但杜威在1933年所著的《我们怎样思维》(How We Think:A Restatement of the Relation of Reflective Thinking to the Educative Process)一书中曾对反思进行过论述,他区分了三种行为：冲动的行为(impulsive action)、程式化的行为(routine action)、反思的行为(reflective action).第一种行为建立在“尝试-错误-尝试”的基础上,第二种行为依赖传统的、惯常的操作方式并受外界权威的影响。杜威认为这两种行为的实施者都没有认真思考自己是如何操作的。而反思性行为强调实施者持续、认真地思考自己正在做什么、又是如何做的,它源自解决某一特殊问题的需要。
2 Schon. D. A. Educating the Reflective Practitioner:Toward a New Design for Teaching and Learning in the Profession[M]. San Francisco:Jossey-Bass,1987:xi.
3①Schon, D. A. The Reflective Practitioner:How Professionals Think in Aclion[M]. New York:Basic Books. 1983:40. ②Schon. D. A. Educating the Reflective Practitioner.Toward a New Design for Teaching and Learning in the Profession[M]. San Francisco:Jossey-Bass.1987:xi.
4 Killion. J.& Todnem, G. A Process of Personal Theory Building[J]. Educational Leadership.1991,48(6):14-17.
5范美楠把其称为回忆性反思(recollective reflection)。参见：Van Manen. M. Reflective and the Pedagogical Moment:The Normativity of Pedagogical Thinking and Acting[J]. Journal of Curriculum Studies.1991,23(6): 507-536.
1 ①Day, C. Reflection:A Necessary but Not Sufficient Condition for Professional Development[J]. British Educational Research Journal,1993,19(1):83-93. ②Jay, J. K.& Johnson, K. L. Capturing Complexity:A Tvpology of Reflective Practice for Teacher Education[J]. Teaching and Teacher Education,2002,18(1):73-85. ③ Van Manen. M. Linking Ways of Knowing with Ways of Being Practical[J]. Curriculum Inquiry,1977.6(3): 205-228.
2有的把其成为对话反思、个人反思或内省反思。
3 Larrivee, B.& Cooper, J. M. An Educator's Guide to Teacher Reflection[M]. Stamford, CT:Cengage Learning, 2005:12-13.
4 ①Hatton. N.& Smith. D. Reflection in Teacher Education:Towards Definition and Implementation[J]. Teaching and Teacher education.1995.11(1):22-49. ②Valli. L. Listening to Other Voices:A Description of teacher Reflection in the United States[J]. Peabody Journal of Education.1997,72(1):67-88. ③Van Manen. M. Linking Ways of Knowing with Ways of Being Practical[J]. Curriculum Inquiry,1977.6(3):205-228.
1 Larrivee, B. Transforming Teaching Practice:Becoming the Critically Reflective Teacher[J]. Reflective Practice, 2000.1(3):293-307.
2 ①Larrivee, B. Transforming Teaching Practice:Becoming the Critically Reflective Teacher[J]. Reflective Practice.2000,1(3):293-307. ②Osterman, K. P.& Kottkamp, R. B. Reflective Practice for Educators:Improving Schooling Through Professional Development[M]. Thousand Oaks, CA:Corwin Press,1993:1.③Vlli, L. Listening to Other Voices:A Description of teacher Reflection in the United States[J]. Peabody Journal of Education,1997.72(1):67-88. ④York-Barr. J., Sommers, W. A.. Ghere, G S.& Monti e, J. Reflective Practice to Improve Schools [M]. Thousand Oaks, CA:Corwin Press,2006:12. ⑤Perry. C. M.& Power, B. M. Finding the Truths in Teacher Preparation Field Experiences[J]. Teacher Educator Quarterly,2004,31 (2):125-136. ⑥ Pultorak. E. G Following the Developmental Process of Reflection in Novice Teachers:Three Years of Investigation[J]. Journal of Teacher Education.1996,47(4):283-291. ⑦Reiman, A. J. The Evolution of Social Role-Taking and Guided Reflection Framework in Teacher Education:Recent Theory and Quantitative Synthesis of Research[J]. Teaching and Teacher Education.1999.15(6):507-612. ⑧Risko. V. J.. Vukelich. C.& Roskos. K. Preparing Teachers for Reflective Practice:Intentions, Contradictions and Possibilities[J]. Language.Arts,2002, 80(2):134-144.
1 ①Roeser, R. Bringing a " Whole Adolescent" Perspective to Secondary Teacher Education:A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education.2002.13(2):155-178. ②Lightfoot, C., Cole. M.& Cole. S. The Development of Children (6th Edition) [M]. New York. NY:Worth Publishers,2009:6.
2 Sprinthall, N. A. Meeting the Development Needs of Pupils:Toward Effective Classroom Guidance[A]. In M. C. Reynolds (Ed.). Knowledge Base for the Beginning Teacher[C]. New York:Pergamon Press.1989:233-244.
1 Comer. J. P., Haynes, N. M.& Joyner. E. T. The School Development Program[A]. In J. P. Comer, N. M. Haynes, E. T. Joyner & M. Ben-Avie (Eds.).Rallying the Whole Village:The Comer Process for Reforming Education[C]. New York:Teachers College Press,1996:1-26.
2①Harter, S. Self and Identity Development[A] In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold:The Developing Adolescent[C]. Cambridge, MA:Harvard University Press,1990:352-387. ②Tatum, B. D. Lighting Candles in the Dark:One Black Woman's Response to White Antiracist Narratives[A]. In C. Clark & J. O'Donnell (Eds.). Becoming and Unbecoming White:Owning and Disowning a Racial Identity[C]. Westport. CT:Bergin and Garvey.1999:56-63.
3Sadker. M. P.& Sadker. D. M. Teachers. Schools, andSociety[M]. New York:McGraw-Hill Companies, Inc., 2000:82-87.
1 Hodgkinson. H. Educational Demographics:What Teachers Should Know[J]. Educational Leadership,2001. 58(4):6-11.
2 National Center for Education Statistics. Racial Ethnic Enrollment in Public Schools (Indicators 5-2011) [EB/OL]. http://nces.ed.gov/programs/coe/indicator_ler.asp=info.2011-09-06.
1 United States Bureau of the Census. Educational Attainment by Race and Hispanic Origin:1970 to 2009 (from: Statistical Abstracts of the United States 2011:Section 4 Education) [EB/OL]. http:/www.census.gov/prod/2011pubs/11statab/educ.pdf.2011-09-06.
2这一年的数据不详。
3 ①United States Bureau of the Census. Children Who Speak a Language Other Than English at Home:1979 to 1999 (from:Statistical Abstracts of the United States 2001-2005:Section 4 Education) [EB/OL]. http://www.census.gov/prod/2004pubs/04statab/educ.pdf.2011-09-06. ②United States Bureau of the Census. Educational Attainment by Race and Hispanic Origin:1970 to 2009 (from:Statistical Abstracts of the United Stales 2011:Section 4 Education) [EB/OL]. http://www.census.goy/prod/2011 pubs/11statab/educ.pdf.2011-09-06.
4汪海萍.美国特教印象及其思考[J].中国特殊教育.2004.1：79-81.
1 ①Au, K. H. Participation Structures in a Reading Lesson with Hawaiian Children:Analysis of a Culturally appropriate instructional event[J]. Anthropology and Education Quarterly; 1980.1(2):91-115. ②Philips, S. U. Participant Structures and Communicative Competence:Warm Springs Children in Community and Classroom[A]. In C. B. Cazden. V. John-Steiner & D. H. Hymes (Eds.). Functions of Language in the Classroom[C]. New York: Teachers College Press,1972:370-394. ③Lee. C. D. A Culturally Based Cognitive apprenticeship:Teaching African American High School Students Skills in Literary Interpretation[J]. Reading Research Quarterly.1995. 30(4):608-630. ④Gandara P. A Study of High School Puente:What We Have Learned About Preparing Latino Youths for Postsecondary Education[J]. Educational Policy Special Issue:The Puente Project——Issues and Perspectives on Preparing Latino Youth for Higher Education.2002.16(4):474-495. ⑤Garcia. E. Language, Culture, and Education[A]. In L. Darling-Hammond (Ed.). Review of Research in Education. Volume 19[C]. Washington. D.C.:American Educational Research Association.1993:51-98.
2 Palincsar. A. S.& Brown. D. A. Enhancing Instructional Time Through Attention to Metacognition[J]. Journal of Learning Disabilities.1987.20(2):66-75.
3Wenglinsky. H. The Link Between Teacher Classroom Practices and Student Academic Performance[J]. Education Policy Analysis Archives.2002,10(12):1-30.
1 Bullough-Jr.. R. V. Pedagogical Content Knowledge Circa 1907 and 1987:A Study in the History of an Idea[3]. Teaching and Teacher Education.2001,17 (6):655-666.
1 Purdy; R. R. The "Breakthrough " in Teacher Education at Vanderbilt[J]. The High School Journal.1960,43(5): 202-207.
2 Eurich. A. C. The "Breakthrough "in Teacher Education[J]. The High School Journal.1960.43(5):154-157.
3郭志明.美国教师教育课程变迁与教师专业化[J].学科教育.2004(5)：1-7.
4 Hodenfield, G. K. & Stinnet, T. M. The Education of Teachers:Conflict and Consensus[M]. Engle-wood Cliffs, New Jersey:Prentice-Hall. Inc.,1961:37.
1何菊玲.教师教育范式研究[M].北京：教育科学出版社.2009：85.
1何菊玲.教师教育范式研究[M].北京：教育科学出版社,2009：87.
2Darcy, C. M.. Ganeles, D.& Ether. J. A. A CBTE Curriculum Model and Directions for Its Assembly[M]. New York:New York State Education Department & State University of New York.1975:i.
3虽然技术取向教师教育课程在20世纪70年代后由于其潜在的局限性逐渐被淡化,但还是有极少数存活至今.阿文诺学院教师教育课程便是一例,其原型正是技术取向模式。参见:Hammerness.K.. Darling-Hammond.L. et al.(2005). The Design of Teacher Education Program. In L. Darling-Hammond & J. Bransford (Eds.). Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco. CA:Jossey-Bass.2005:423.
1 Zeicher. K. Ability-Based Teacher Education:Elementary Teacher Education at Alverno College[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation in the undergraduate Years[C]. Washing DC:American Association of Colleges for Teacher Education.2000c:1-66.
2①Vogler. D. E. An Introduction and Overview of Competency-Based Teacher Education (CBTE) [Z]. Ortonville. Michigan:Paper Presented at M. C.I. A. T. E. Annual Conference,1973. ②Elam. S. M. Performance-Based Teacher Education:What Is the State of the Art[M]. Washington D.C.:American Association of Colleges for Teacher Education.1975. Cited from:Merrow Ⅱ,J. G.G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975: 2-35.
3Hansen. K. H. Proposals for Programs:Promise and Performance[J]. The School Administrator. August 1972: 9.
4 Kelly. E. A. Three Views of Competency-Based Teacher Education:3 University of Nebraska. CBTE:Can It Be Achieved[M]. Bloomington. IN:Phi Delta Kappa Educational Foundation,1974:8.
1引自：王春光.反思型教师教育研究[M].长春：东北师范大学出版社,2010：25.
2 Delandshere, G & Petrosky. A. Political Rationales and Ideological Stances of the Standards-Based Reform of Teacher Education in the US[J]. Teaching and Teacher Education.2004.20 (1):1-15.
1 Schon. D. A. Coaching Reflective Teaching[A]. In P. P. Grimmett & G. L. Erickson(Eds.), Reflection in Teacher Education[C]. New York:Teachers College Press.1988:22-23.
1 Bruner. J. S. Acts of Meaning[M]. Cambridge. MA:Harvard University Press,1990:99-138.
1 ①arter, K.& Doyle, W. Personal Narrative and Life History in Learning to Teach[A]. In J. P. Sikula, T. J. Buttery & E. Guyton(Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1996: 120-142. ②Cole. A. L.& Knowles, J. G Shattered Images:Understanding Expectations and Realities of Held Experiences[J]. Teaching and Teacher Education,1993,9(5/6):457-471. ③Holt-Reynolds. D. Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work[J]. American Educational Research Journal. 1992,29(2):325-349. ④Knowles. J. G & Holt-Reynolds, D. Shaping Pedagogies Through Personal Histories in Preservice Teacher Education[J]. Teachers College Record,1991:93(1):87-113. ⑤Baumgartner. F., Koerner. M. & Rust, F. Exploring Roles in Student Teaching Placements[J]. Teacher Education Quarterly,2002.29(2):35-58, ⑥Rust, F. Professional Conversations:New Teachers Explore Teaching Through Conversation, Story, and Narrative[J]. Teaching and Teacher Education,1999,15(4):367-380. ⑦Grumet, M. R. Generations: Reconceptualist Curriculum Theory and Teacher Education[J]. Journal of Teacher Education,1989.40(1):13-17. ⑧Gomez, M. L.& Tabachnick. B. R. Telling Teaching Stories[J], Teaching Education.1992.4(2):129-138.
2 Barclay, C. R.& Wellman. H. M. Accuracies and Inaccuracies in Autobiographical Memories[J]. Journal of Memory and Languages,1986.25(1):93-103.
3Richer, A. E. Narratives That Teach:Learning About Teaching From the Stories Teachers Tell[A]. In N. Lyons & V. LaBoskey (Eds.). Narratives Knowing in Teaching:Exemplars of Reflective Teaching. Research and Teacher Educational. New York:Teachers College Press,2002:48-62.
4 ①Bullough, R.& Stokes. D. K. Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development[J]. American Educational Research Journal.1994,31(1): 197-224. ②Clarke. C.& Medina, C. How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understanding of Literacy, Pedagogy and Multiculturalism[J]. Journal of Teacher Education.2000,51(1):63-76. ③Rust. F. Professional Conversations:New Teachers Explore Teaching Through Conversation, Story and Narrative[J]. Teaching and Teacher Education,1999,15(4):367-380.
5①Gore. J. M.& Zeichner. K. M. Action Research and Reflective Teaching in Preservice Teacher Education:A Case Study from the United States[J]. Teaching and Teacher Education.1991,7(2):119-136. ②Price. J. Action Research, Pedagogy; and Change:The Transformative Potential of Action Research in Preservice Teacher Education[J]. Journal of Curriculum Studies,2001.33(1):43-74. ③Mcfee. G. Reflections on the Nature of Action Research[J]. Cambridge Journal of Education.1993,23(2):173-183.
㈧ Zeichner, K. M.& Liston, D. P. Teaching Student Teachers to Reflect[J]. Harvard Educational Review,1987. 57(1):23-48.
2三者不能等同。不同的名称源自不同的理智传统,背后有着不同的有关教学与研究的假设。
3Zeichner. K. M.& Noffke. S. E. Practitioner Research[A]. In V. Richardson (Ed.). Handbook of Research on Teaching (4th Edition)[C]. Washington D.C.:American Educational Research Association,2001:298-332.
4 Darling-Hammond. L.& Loewenberg-Ball, D. Teaching for Higher Standards:What Policy Makers Need to Know[R]. Washington D.C.:National Commission on Teaching and America's Future,1999.
5 Schalock. H. D. Student Progress in Learning:Teacher Responsibility. Accountability, and Reality[J]. Journal of Personnel Evaluation in Education.1998,12 (3):237-246.
1 Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVASS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education. 1998.12(3):247-256.
2 McConney, A. A., Schalock, M. D.& Schalock, H. D. Focusing Improvement and Quality Assurance:Teacher Work Samples as Authentic Performance Measures of Prospective Teachers'Effectiveness[J]. Journal of Personnel Evaluation in Education,1998.11(4):343-363.
3Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVASS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education, 1998,12(3):247-256.
4 Louisiana Department of Education, Preparing a Teacher Work Sample:Handbook and Forms for the New Teacher[R]. Baton Rouge:Louisiana Department of Education.1997.
5 Schalock, M. D. Accountability, Student Learning, and the Preparation and Licensure of Teachers:Oregon's Teacher Work Sample Methodology[J]. Journal of Personnel Evaluation in Education,1998,12(3):269-285.
6 ①Loucks-Horsley. S. Professional Development and the Learner Centered School[J]. Theory Into Practice,1995, 34 (4):265-271. ②Sparks, D.& Hirsh. S. New Vision for StaffDevelopment[M]. Alexandria, VA:Association for Supervision and Curriculum Development,1997. ③Sparks, D. A Paradigm Shift in Staff Development[J]. Journal of Staff Development,1994,15 (4):26-29. ④Stein. M. K., Smith, M. S.& Silver, E. A. The Development of Professional Developers:Learning to Assist Teachers in New Settings in New Ways[J]. Harvard Educational Review,1999.69 (3):237-269.
7 Schalock, H. D., Schalock. M. D.& Myton. D. Effectiveness:Along with Quality:Schould Be the Focus[J]. Phi Delta Kappa,1998,79 (6):468-470.
8 National Council for Accreditation of Teacher Education, Handbook for Initial Accreditation Visits (Draft Copy) [S]. Washington. D.C.:National Council for Accreditation of Teacher Education,2000.
1 French, R. Linking Teacher Quality to Student Achievement Through Assessment[A], In A. R. Poliakoff (Ed.). Teacher Preparation:Assessing Teacher Quality. Administrative Support. Standards-Based Teacher Preparation[C]. Washing. DC:Council for Basic Education,2002:12-16.
1刘尧.西方高等教育质量观及评估综述[J].开放教育研究.2006.12(1)：20-23.
1 Etkina. E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J].Physical Review Special Topics-Physics Education Research.2010,6(2):020110-1-020110-26.
2Clift. R.& Brady. P. Research on methods course and field experiences[A], In M. Cochran-Smith & K. Zeichner (Eds.). Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C|. Mahwah. NJ:Erlbaum,2005:309-424.
3 Rowan, B.& Atkins-Burnett. S. Measuring Teachers'Pedagogical Content Knowledge in Suncrys:An E xploratory Study [EB/OL]. http://www.sii.soe.umich.edu/documents/pck%20final%20report%20revised%20BR 100901.pdf.2001-10-16.
1 Shulman, L. S. Those Who Understand:Knowledge Growth in Teaching[J]. Educational Researcher,1986,15(2): 4-14.
1 Shulman, L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Educational Review,1987, 57(1):1-22.
1谢赛、胡惠闵.PCK及其对教师教育课程的影响[J].教育科学,2010.26(5)：55-58.
2Tamir. P. Subject Matter and Related Pedagogical Knowledge in Teacher Education[J]. Teaching and Teacher Education.1988.4 (2):99-110.
3Grossman. P. L. A Study in Contrast:Sources of Pedagogical Content Knowledge for Secondary Englis h[J]. Journal of Teacher Education.1989.40 (5):24-31.
4 Marks, R. Pedagogical Content Knowledge:From a Mathematical Case to a Modified Conception[J]. Journal of Teacher Education,1990.41(3):3-11.
5 Cochran. K.. DeRuiter. J.& King. R. Pedagogical Content Knowing:An Integrative Model for Teacher Preparation[J]. Journal of Teacher Education.1993.44 (4); 263-272.
6 Fernandez-Balboa. J.-M.& Stiehl, J. The Generic Nature of Pedagogical Content Knowledge Among Co llege Professors[J]. Teaching and Teacher Education,1995.11(3):293-306.
7 Turner-Bisset, R. The Knowledge Bases of the Expert Teacher[J]. British Educational Research Journal,1999,25 (1):39-55.
8 Morine-Dershimer. G.& Kent, T. The Complex Nature and Sources of Teachers'Pedagogical Knowledge[A]. In J. Gess-Newsome & N. G Lederman (Eds.), Examining pedagogical content knowledse[C]. Dordrecht:Kluwer Academic Publishers.1999:21-50.
9 Mishra, P.&Koehler, M. J. Technological Pedagogical Content Knowledge:A New Framework for Teach er Knowledge[J]. Teachers College Record.2006.108(6):1017-1054.
10 Zembylas. M. Emotional Ecology:The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching[J]. Teaching and Teacher Education.2007.23(4):355-367.
11Ball. D. L.. Thames. M. H.&Phelps. G. Content Knowledge for Teaching:What Makes It Special? [J]. Journal of Teacher Education.2008.59(5):389-407.
12 Angeli,C.&Valanides. N. Epistemological and Methodological Issues for the Conceptualization, Develop ment, and Assessment of ICT-TPCK:Advances in Technological Pedagogical Content Knowledge (TPCK) [J]. Computers & Education.2009,52(1):154-168.
1①Butler, J. An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards[j]. Journal of Physical Education. Recreation & Dance (JOPERD).2006.77 (2):15-19.31-32. ②Gideonse, H. D. The Redesign of NCATE.1980-1986[A]. In H. D. Gideonse (Ed.). Teacher Education Policy:Narratives. Stories, and Cases[Cl. Albany:NY:SUNY Press,1992:2-5.
2Green. D. What Is Quality in Higher Education[A]. In D. Green (Ed.). What Is Quality in Higher Education[C]. Buckingham:Society for Research into Higher Education and Open University.1994:12-17.
1科克伦-史密斯是当今美国教师教育界权威人物之一,她是美国教育研究院(National Academy of Education)会员、美国国家研究委员会教师教育分会(National Research Council's Committee on Teacher Education)会员、美国教育研究协会(American Educational Research Association)前任会长、教师教育界国际顶尖杂志《教师教育杂志》(Journal of Teacher Education)前主编、第三版《教师教育研究手册》(Third Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts)主编之一。
2也有的研究把其称为“结果”(outcomes)。为了不与下文中“儿童学习结果”中的“结果”产生混淆.本研究采用“证据”一说,特此说明。
3①Cochran-Smith. M. The New Teacher Education:For Better or for Worse[J]. Educational Researcher.2005b. 34(7):3-17. ②Ludlow. L.. Pedulla. J.. Enterline, S.. Cochran-Smith. M.. Loftus. F.. Salomon-Fernandez. Y.& Mitescu, E. From Students to Teachers:Using Surveys to Build a Culture of Evidence and Inquiiy[J]. European Journal of Teacher Educaton.2008.31(4):319-337.
1 Cochran-Smith, M. Editorial:The Questions That Drive Reform[J]. Journal of Teacher Education,2000a.51 (5): 331-333.
2①Cochran-Smith. M. Defining the Outcomes of Teacher Education:What s Social Justice Got to Do with It? [J]. Asia-Pacific Journal of Teacher Education,2004.32(3):193-212. ②Cochran-Smith. M. Constructing Outcomes in Teacher Education:Policy. Practice and Pitfalls[J]. Education Policy Analysis Archives.2001a,9(11):1-56. ③ Cochran-Smith, M. The Outcomes Question in Teacher Education[J]. Teaching and Teacher Education,2001c,17(5)：527-546.④鞠玉翠.美国教师教育中的证据：现状、问题与改进[J].全球教育展望,2011.40(10)：54-60.
3①Cochran-Smith, M.. Barnatt, J., Friedman, A.& Pine, G. Inquiry on Inquiry:Practitioner Research and Student Learning[J]. Action in Teacher Education.2009,31(2):17-32. ②Cochran-Smith, M. The Multiple Meanings of Multicultural Teacher Education:A Conceptual Framework[J]. Teacher Education Quarterly,2003b, 30(2):7-26.
4卜玉华.美国教师教育研究问题域的转换及其启示[J].上海教育科研,2004(4)：34-36.
5王佳佳、鞠玉翠.美国教师教育市场化模式评析[J].外国教育研究,2009(7)：22-27.
6①杨启光.美国教师教育改革的概念取向与问题框架[J].全球教育展望,2006(8)：64-67.②卜玉华.美国教师教育研究问题域的转换及其启示[J].上海教育科研,2004(4)：34-36.③陈蕊、刘晖.近十年来美国教师教育研究热点述评——以美国《教师教育杂志》为例[J].教师教育研究.2009(3)：71-74.
7 ①Cochran-Smith, M., Reagan, M. E.& Shakman, K., Just Measures:Social Justice as a Teacher Education Outcome[J]. Teacher Education and Practice,2009.22(3):237-263. ②Cochran-Smith. M. Higher Standards for Prospective Teachers:What's Missing from the Discourse?[J]. Journal of Teacher Education.2001b.52(3): 179-181.
8 Levine, A. Educating School Teachers[R]. Washington. DC:Education School Project 2006:105.
1 Louisiana Board of Regents. Board of Elementary and Secondary Education & The Professional Development Leadership Advisory Council Guidelines for the Redesign of Post-Baccalaureate Education Programs[EB/OL], http://wvw.laregenlsarchive.com/Academic/TE/redesign_guidelines nostbacc.ndf.2010-10-10.
2 Western Oregon University. Teacher Work Sample Methodology[EB/OL]. http:/www.vwsm.org/twsm-overview.htm.2011-12-6.
3Schalock. M. D. Accountability, Student Learning, and the Preparation and Licensure of Teachers:Oregon s Teacher Work Sample Methodology[J]. Journal of Personnel Evaluation in Education.1998.12 (3):269-285.
4 Cochran-Smith. M. The New Teacher Education:For Better or for Worse? [J]. Educational Researcher,2005b. 34(7):3-17.
5 The Carnegie Corporation of New York, About Teacher for a New Era[EB/OL]. http://www.teachersforanewera.org/index.cfm?fuseaction=home.aboutTNE.2012-1-4.
6 Cochran-Smith. M. Assessing Assessments in Teacher Education[J]. Journal of Teacher Education.2003a,54(3): 187-191.
1 Fetterman. D.. Connors, W., Dunlap. K., Brower, G. Matos, T.& Paik. S. Stanford Teacher Education Programme 1997-1998 Evaluation Report[R]. Stanford, CA:Stanford University Press,1999:9-36.
2王文岚、黄甫全.美国大学本位教师教育改革的争议与新动向fJ].江苏高教.2008(2)：133-136.
3胡德维.美国教师培养研究的新进展[J].基础教育参考,2006(5)：22-25.
4 ①Darling-Hammond, L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program [J]. Educational Perspectives,2004,36(1-2):8-19. ②Hammerness. K.& Darling-Hammond. L. Meeting Old Challenges and New Demands:The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education,2002.11(1):17-30. ③Darling-Hammond. L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Oulcomes[J].Journal of Teacher Education.2006,57(2):120-138④王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育.2007(11)：22-24.
1谢赛.美国教师教育问责制的两次转型[J].清华大学教育研究.2011.32(2)：89-93.
2 Kirby. S. N.. McCombs..1. S.. Barney, H.& Naftel. S. Reforming Teacher Education:Something Old. Something New[M]. Santa Monica, CA:RAND Corporation.2006:11-12.
3 United States Act of Congress, No Child Left Behind Act of 2001 [EB/OL], http://www2.ed.gov/policy/elsec'leg/esea02/index.html2002.2010-10-6.
4 Commission on No Child Left Behind. Bevond NCLB:Fulfilling the Promise to Our Nation s Children[R]. Washington. DC:Commission on No Child Left Behind,2007:2.
1 United States Department of Education, Race to the Top:Accelerating College and Career Readiness in States [EB/OL]http://www.achieve.org/Racetothetop.2010-10-10.
2Crowe. E. Measuring What Matters:A Stronger Accountability Model for Teacher Education[R]. Washington. DC:Center for American Progress.2010:1.
3详情参见附录四。
1 Parkerson. D. H.& Parkerson. J. A. The American Teacher:Foundations of Education[M]. New York, NY: Routledge.2008:41.
2National Center for Education Statistics. The Condition of Education 2003[R]. Washington D.C.:Institute of Education Science, United States Department of Education.2003.
1转引自：Hollins, E. R.& Guzman, M. T. Research on Preparing Teachers for Diverse Populations[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, New Jersey:Lawrence Erlbaum Associates, Inc..2005:477-478.
2 Study of Personnel Needs in Special Education. General Education Teachers'Role in Special Education (Fact Sheet) FEB/OL1. http://ferdig.coe.ufl.edu/spense/.2011-09-18.
'United States Department of Education. Office of Special Education Programs. To Assure the Free, Appropriate Public Education of All Children with Disabilities:Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) [R]. Washington. D.C.:U. S. Government Printing Office,2002.
4 Smith. J. E.& Schindier, W. J. Certification Requirements of General Educators Concerning Exceptional Pupils[J]. Exceptional Children,1980,46(5):394-396.
5 ①Interstate New Teacher Assessment and Support Consortium. Model Standards for Beginning Teacher Licensing and Development:A Resource for State Dialogue[S]. Washington, D.C.:Council of Chief State School Offices,1992. ②Interstate New'Teacher Assessment and Support Consortium. Model Standards for Licensing General and Special Education Teachers of Students with Disabilities:A Resource for State Dialogue[S]. Washington. D.C.:Council of Chief State School Offices.2001. ③National Council for Accreditation of Teacher Education. Professional Standards for the Accreditation of Schools, Colleges and Departments ofEducation[S]. Washington D.C.:National Council for Accreditation of Teacher Education,2000. ④National Board for Professional Teaching Standards. About NBPTS:Five Core Propositions[S]. Arlington VA:National Board for Professional Teaching Standards.2004.
6 National Association of State Directors of Teacher Education and Certification. The NASDTEC Manual 2004: Manual on the Preparation and Certification of Educational Personnel (5th Edition) [R], Sacramento. CA:School Services of California. Inc..2004.
1 ①Ladson-Billings, G Crossing Over to Canaan: The Journey of Sew Teachers in Diverse Classrooms[M]. San Francisco: Jossey-Bass. 2001: 82-83. ②Sleeter, C. E. & Grant, C. A. Making Choices for Multicultural Education: Five Approaches to Race. Class, and Gender[M]. New York. NY: John Wiley & Sons. Inc.. 2003: 102-103.
2Villegas, A. M. & Lucas. T. Educating Culturally Responsive Teachers: A Coherent Approach[M]. Albany: Stale University of New York Press. 2002:143.
1 ①van DrieL.1. H.. Verloop. N.& de Vos, W. Developing Science Teachers'Pedagogical Content Knowledge[J] Journal of Research in Science Teaching,1998.35(6):673-695. ②van Driel. J. H., Beijaard, N.& Verloop, N. Professional Development and Reform in Science Education:The Role of Teachers'Practical Knowledge[J]. Journal of Research in Science Teaching,2001.38(2):137-158.
2Ma, L. P. Knowing and Teaching Elementary Mathematics:Teachers'Understanding of Fundamental Mathematics in China and the United States[M]. New York. NY:Routledge,2010:xvii.
3①Baumgartner. F.. Koerner. M.& Rust. F. Exploring Roles in Student Teaching Placements[J]. Teacher Education Quarterly.2002.29(2):35-58. ②Denton, J. J. Early Field Experiences Influence on Performance in Subsequent Coursework[J]. Journal of Teacher Education.1982,33(2):19-23. ③Denton, J. J., Morris, J. E.& Tooke, D. J. The Influence of Academic Characteristics of Student Teachers on the Cognitive Attainment of Learners[J]. Educational and Psychological Research.1982.2(1):15-29. ④Henry. M. The Effect of Increased Exploratory Field Experiences Upon the Perceptions and Performance of Student Teachers[J]. Action in Teacher Education,1983,5(1-2):66-70. ⑤Ross, S. M., Hughes, T. M.& Hill R. E. Field Experiences as Meaningful Contexts for Learning About Learning[J]. Journal of Educational Research,1981,75(2):103-107. ⑥Sunal, D. W. Effect of Field Experience During Elementary Methods Courses on Preservice Teacher Behavior[J]. Journal of Research in Science Teaching,1980,17(1):17-23.
1 ①Flavell, J. H. Cognitive Development:Past. Present and Future[A]. In R. D. Parke, P. A. Ornstein, J. J. Rieser & C. Zahn-Waxler (Eds.). A Century of Developmental Psychology[C]. Washington, D.C.:American Psychology Association,1994:569-587. ②Bjorklund, D. F. Children's Thinking:Developmental Function and Individual Differences (3rd Edition) [M]. Stamford, CT:Wadsworth,2000:77.
1 Stachowski. L. L.& Mahan. J. M. Cross-Cultural Field Placements:Student Teachers Learning from Schools and Communities[J]. Theory into Practice,1998,37(2):155-162.
2 ①Gonzalez, N.. Moll. L. C., Floyd-Tenery. M., Ribera. A., Rendon. P., Gonzalez. C.& Amanti, C. Funds of Knowledge for Teaching in Latino Households[J]. Urban Education,1995,29(4):443-470. ②Moll. L. C. Amanti, C., Neff. D.& Gonzalez. N. Funds of Knowledge for Teaching:Using a Qualitative Approach to Connect Homes and Classrooms[J]. Theory into Practice,1992.31(1):132-141.
3 Bondy. E.& Davis. S. The Caring of Strangers:Insights from a Field Experience in a Culturally Unfamiliar Community[J]. Action in Teacher Education.2000,22(2):54-66.
4 Boyle-Baise. M. Community Service Learning for Multicultural Education:An Exploratory Study with Preservice Teachers[J]. Equity and Excellence in Education,1998,31(2):52-60.
5 Pothoff, D.. Dinsmore. J.. Eifler. K.. Stirtz. G.. Walsh, T.& Ziebarth, J. Preparing for Democracy and Diversity: The Impact of a Community-Based Field Experience on Presenice Teachers'Knowledge, Skills, and Attitudes[J]. Action in Teacher Education.2000.22(1):79-92.
1Moll. L. C.& Gonzalez. N. Engaging Life:A Funds of Knowledge Approach to Multicultural Education[A]. In J. A. Banks & C. A. M. Banks (Eds.)-Handbook of Research on Multicultural Education (2nd Edition)[C]. San Francisco:.lossev-Bass.2004:699-715.
2 Darling-Hammond. L._ Chung. R.& Frelow, F. Variation in Teacher Preparation:How Well Do Different Pathways Prepare Teachers to Teach? [J]. Journal of Teacher Education,2002.53(4):286-302.
1 Darling-Hammond. L.& McDonald. M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education.2000a:40-41.
1 ①Darling-Hammond. L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program[J]. Educational Perspectives.2004.36(1-2):8-19. ②Hammerness. K.& Darling-Hammond. L. Meeting Old Challenges and New Demands:The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education.2002.11(1):17-30③王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育.2007(11)：22-24.
" Gallego. M. A. Is Experience the Best Teacher? The Potential of Coupling Classroom and Community-Based Field Experiences[J].Journal of Teacher Education.2001.52(4):312-325.
3①Cochran-Smith. M. Color Blindness and Basket Making Are Not the Answers:Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education[J]. American Educational Research Journal.1995. 32(3):493-522. ②Haberman. M.& Post. L. Does Direct Experience Change Education Students'Perception of Minority Children? [J]. Midwest Educational Researcher.1992,5(2):29-31.
1 Gebhard. M.. Austin. T.. Nieto, S.& Willett, J. "You Can't Step on Someone Else's Words ":Preparing All Teachers to Teach Language Minority Studerits[A]. In Z. Beykont (Ed.). The Power of Culture:Teaching Across Language Difference[C]. Cambridge, MA:Harvard Educational Publishing Group.2002:219-243.
1 Mitchell, B. M.& Salsbury, R. E. Multicultural Education:An International Guide to Research, Policies, and Programs[M], Westport. CT:Greenwood Press.1996:343.
2①Darling-Hammond. L. Soaring Systems:High Flyers All Have Equitable Funding. Shared Curriculum, and Quality Teaching[J]. American Educator,2010-2011,34(4):20-23.53. ②Aizenman, N. C. U. S. to Grow Grayer, More Diverse:Minorities Will Be Majority by 2042. Census Bureau Says[N].Washington Post, August.14,2008.
3 National Center for Education Statistics. The Nation's Report Card Reading 2002[R]. Washington D.C.:Institute of Education Science, Uniled States Department of Education.2002.
4转引自：Hollins, E. R.& Guzman. M. T. Research on Preparing Teachers for Diverse Populations[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.). Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, Mew Jersey:Lawrence Erlbaum Associates. Inc..2005:477-478.
1 National Center for Education Statistics. Results of the NAEP 2003 Trial Urban District Assessment[R]. Washington D.C.:Institute of Education Science, United States Department of Education.2003.
2Ingersoll. R. Is There Really a Teacher Shortage? A Report Co-Sponsored by the Center for the Study of Teaching and Policy and the Center for Policy Research in Educalion[R]. Seattle, WA:Center for the Study of Teaching and Policy. University of Washington.2003:13.
3①Darling-Hammond. L. Teacher Quality and Student Achievement:A Review of State Policy Evidence[J]. Education Policy Analysis Archives.2000d,8(1):1-44. ②Darling-Hammond. L.& Sclan, E. Who Teaches and Why[A]. In J. Sikula (Ed.). Handbook of Research on Teacher Education[C]. New York:Simon & Schuster Macmillan.1996:67-101.
4 ①Anyon. J. Schools as Agencies of Social Legitimation[J]. Journal of Curriculum Theorizing.1981.3(2): 86-103. ②Cooper. E.& Sherk. J. Addressing Urban School Reform:Issues and Alliances[J]. Journal of Negro Education.1989,58(3):315-331. ③arling-Hammond. L. Inequality and Access to Knowledge[A]. In J. A. Banks 6 C. A. M. Banks (Eds.). Handbook of Research on Multicultural Education[C]. San Francisco:Jossey-Bass.2001: 465-483.
5Carter. R.& Goodwin. L. Racial Identy and Education[A]. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol.20)[C]. Washington. D.C.:American Educational Research Association,1994:291-336.
6 ①Tabachnick, R. B.& Zeichner. K. M. Preparing Teachers for Cultural Diversity[J]. Journal of Eudcation for Teaching.1993.19(4):113-124. ②Ladson-Billings. G Preparing Teachers for Diversity:Historical Perspectives. Current Trends, and Future Directions[A]. In L. Darling-Hammond & G Sykes (Eds.), Teaching as the Learning Profession:A Handbook of Policy and Practice[C]. San Francisco:Jossey-Bass.1999:86-123.
7 ①Ladson-Billings. G Preparing Teachers for Diverse Student Populations:A Critical Race Theory Perspective[A]. In A. Iran-Nejad & D. Pearson (Eds.). Review of Research in Education (Vol.24)[C]. Washington D.C.:American Educational Research Association.1999:211-248. ②Zeichner, K. M.& Hoeft. K. Teacher Socialization for Cultural Diversity[A], In J. Sikula-T. J. Buttery & E. Guyton (Eds.). Handbook of Research on Teacher Education (2nd Edition) [C]. New York:Macmillan,1996:525-547.
1Banks, J. A. The Lives and Values of Research:Implications for Educating Citizens in a Multicultural Society[J]. Educational Researcher,1998.27(7):4-17.
2 ①Banks, J.A. Teaching Multicultural Literacy to Teachers[J]. Teaching Education,1991,4(1):135-144. ② Kleinfeld, J. The Use of Case Studies in Preparing Teachers for Cultural Diversity[J]. Theory Into Practice,1998, 37(2):140-147.
3Tabachnick, R. B.& Zeichner. K. M. Preparing Teachers for Cultural Diversity[J]. Journal of Eudcation for Teaching.1993,19(4):113-124.
4 ①Bennett. C., Okinaka, A.& Xiao-yang, W. The Effect of a Multicultural Education Course on Preservice Teachers'Attitudes. Knowledge, and Behaviour[Z]. New Orleans. LA:Paper Presented at the Annual Meeting of the AERA,1988. ②Frant, C. A.& Koskella. R. A. Education That Is Multicultural and the Relationship Between Preservice Campus Learning and Field Experiences[J]. Journal of Educational Research,1986.79(4):197-204. ③McDiarmid, G. W.& Price. J. Prospective Teachers' Views of Diverse Learners:A Study of the Participants in the ABCD Project[R]. East Lansing MI:National Center for Research on Teacher Learning,1990, Research Report 90-6.
1 ①arling-Hammond. L. Learning to Teach for Social Justice[A]. In L. Darling-Hammond, L., J. French & S. Garcia-Lopez (Eds.). Learning to Teach for Social Justice[C]. New York:Teachers College Press,2002:1-7. ② Delpit. L. Other People's Children:Cultural Conflicts in the Classroom[M]. New York:The New Press,1995: 177-183. ③Nieto, S. The Light in Their Eyes:Creating Multicultural Learning Communities[M]. New York:Teachers College Press.1999:20.176.
2Snyder. J. Knowing Children-Understanding Teaching:The Developmental Teacher Education Program at the University of California, Berkeley[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education: Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education, 2000a:148.
1Miller. L.& Silvernail, D. L. Learning to Become a Teacher:The Wheelock Way[A]. In L. Darling-Hammond(Ed.),Studies of Excellence in Teacher Education:Preparation in the undergraduate Years[C]. Washing DC:American Association of Colleges for Teacher Education,2000c:73.
1Ladson-Billings, G. Preparing Teachers for Diversity:Historical Perspectives. Current Trends, and Future Directions[A]. In L. Darling-Hammond & G. Sykes (Eds.). Teaching as the Learning Profession:A Handbook of Policy and Practice[C]. San Francisco:Jossey-Bass.1999:86-123.
2 Gebhard. M., Austin. T.. Nieto. S.& Willett,J. "You Can't Step on Someone Else's Words":Preparing All Teachers to Teach Language Minority Students[A]. In Z. Beykont(Ed.). The Power of Culture:Teaching Across Language Difference[C]. Cambridge, MA:Harvard Publishing Group.2002:219-243.
3 Pugach. M. C. Research on Preparing General Education Teachers to Work with Students with Disabilities[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.). Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C], Mahwah. New Jersey:Lawrence Erlbaum Associates, Inc..2005:549-550.
1Singh, S. P. Teacher Education in the 21st Century:Promoting Health, Nutrition and Healthy Behaviors[A]. In R. P. Singh (Ed.). Teaching Teachers for a Knowledge Society[C]. Darya Ganj. New Delhi:Gyan Publishing House. 2008:35.
1①Shulman. L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Educational Review, 1987,57(1):1-22. ②Shulman, L. S. Paradigms and Research Programs in the Study of Teaching:A Contemporary Perspective[A]. In M. C. Witrock (Eds.). Handbook of research on teaching[C]. Mew York, NY: Macmillan.1986:3-36.
2 Etkina, E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J]. Physical Review Special Topics-Physics Education Research,2010.6(2):020110-1-0201) 0-26.
3 van Driel,.J. H.. Beijaard, N.& Verloop. N. Professional Development and Reform in Science Education:The Role of Teachers'Practical Knowledge[j]. Journal of Research in Science Teaching,2001.38(2):137-158.
4 Grossman, P. L.. Schoenfeld. A.& Lee. C. Teaching Subject Matter[A]. In L. Darling-Hammond & J. Bransford (Eds.). Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco. CA:Jossey-Bass.2005:201-231.
5Minstrell,.1. Facets of Students'Thinking:Designing to Cross the Gap from Research to Standards-Based Practice[A]. In K. Crowley. C. D. Schunn and T. Okada (Eds.), Designing for Science:Implications for Professional. Instructional, and Everyday Science[C]. Mahwah:Lawrence Erlbaum Associates.2001:415-443.
6 Etkina, E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J]. Physical Review Special Topics-physics Education Research.2010.6(2):020110-1-020110-26.
1 Guyton. E.& Mclntyre. D. J. Student Teaching and School Experiences[A]. In W. R. Houston (Ed.). Handbook of Research on Teacher Education[C]. New York:Macmillan.1990:514-535.
1 Miller. L,& Silvernail. D. L. Learning to Become a Teacher:The Wheelock Wav[A]. In L. Darling-Hammond(Ed.).Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education,2000c:67-107.
2①Boyle-Baise. M. Community Service Learning for Multicultural Education:An Exploratory Study with Preservice Teachers[J]. Equity and Excellence in Education.1998.31(2):52-60. ②Duesterberg. L. Rethinking Culture in the Pedagogy and Practices of Preservice Teachers[J]. Teaching and Teacher Education.1998.14(5): 497-512.
1 Shulman, L. S. Portfolios in Historical Perspective[Z]. Cambridge, Mass.:Presentation at Portfolios in Teaching and Teacher Education Conference.1994.
1 ①bird, T. The Schoolteacher s Portfolio:An Essay on Possibilities[A]. In J. Millman & L. Darling-Hammond (Eds.). The New Handbook of Teacher Evaluation:Assessing ElementaRY aNd Secondary School Teachers[C]. Newbury Park. CA:Sage.1990:241-256. ②thanases. S. Z. Teachers'Reports of the Effects of Preparing Portfolios of Literacy Instruction[J]. Elementary School Journal,1994,94(4):421-439. ③Haertel, E. New Forms of Teacher Assessment[A]. In C. Grant (Ed.), Review of Research in Education (Volume 17)[C]. Washington. DC: American Educational Research Association,1991:3-29.
1 Feiman-Nemser. S. From Preparation to Practice:Designing a Continuum to Strengthen and Sustain Teaching[J]. Teachers College Record.2001.103(6):1013-1055.
1 Darling-Hammond, L.& McDonald, M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education.2000a:43.
1 Miller. L.& Silvernail. D. L. Learning to Become a Teacher:The Wheelock Way[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education:Preparation in the undergraduate YearsfC]. Washing DC:American Association of Colleges for Teacher Education.2000c:80-81.
1 Shulman, L. S. Toward a Pedagogy of Cases[A]. In J. Shulman (Ed.), Case Methods in Teacher Education[C]. New York:Teachers College Press,1992:1-30.
2例如①Shulman, L. S. Toward a Pedagogy of Cases[A]. In J. Shulman (Ed.). Case Methods in Teacher Education[C]. New York:Teachers College Press.1992:1-30. ②Shulman, L. S. Just in Case:Reflections on Learning From Experience[A]. In J. Colbert. K. Trimble & P. Desberg (Eds.). The Case for Education: Contemporary Approaches for Using Case Methods[C]. Boston:Allyn and Bacon,1996:
3例如:Kleinfeld, J. The Use of Case Studies in Preparing Teachers for Cultural Diversity[J]. Theory Into Practice. 1998.37(2):140-147.
4例如:Roeser. R. Bringing a "Whole Adolescent" Perspective to Secondary Teacher Education:A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education.2002,13(2):155-178.
5①Roeser, R. Bringing a " Whole Adolescent" Perspective to Secondary Teacher Education:A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education,2002.13(2):155-178. ②Darling-Hammond. L.& Snvder, J. Authentic Assessment of Teaching in Context[J]. Teaching and Teacher Education.2000.16(5):523-545.
6 Darling-Hammond. L.& Snyder, J. Authentic Assessment of Teaching in Context[J]. Teaching and Teacher Education,2000,16(5):523-545.
1 Snyder, J. Knowing Children-Understanding Teaching:The Developmental Teacher Education Program at the University of California. Berkeley[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education: Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education. 2000a:97-172.
1 Darlins-Hammond. L.& McDonald. M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. DarLing-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education.2000a:43.
2①kleinfeld. J. The Special Virtues of the Case Method in Preparing Teachers for Minority Schools[J]. Teacher Education Quarterly.1990.17(1):43-51. ②Merseth. K. K. Cases and Case Methods in Teacher Education[A]. In J. P. Sikula. T. J. Buttery & E. Guyton(Eds.). Handbook of Research on Teacher Education[C]. New York: Macmillan.1996:722-744. ③Shulman. L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Education Review.1987.57(1):1-22.
3 Shulman, L. S. Just in Case:Reflections on Learning From Experience[A]. In J. Colbert. K. Trimble & P. Desberg (Eds.). The Case for Education:Contemporary Approaches for Using Case Methods[C]. Boston:Allyn and Bacon,1996:197-217.
1①Athanases. S. Z. Teachers'Reports of the Effects of Preparing Portfolios of Literacy Instruction[J]. Elementary School Journal,1994.94(4):421-439. ②Bradley. A. Pioneers in Professionalism[J]. Education Week. 1994.13:18-21. ③Haynes. D. One Teacher s Experience with National Board Assessment[J]. Educational Leadership,1995:52(8):58-60. ④Tracz, S. M.. Sienty. S.& Mata. S. The Self-Reflection of Teachers Compiling Portfolios for National Certification:Work in Progress[Z]. Chicago:Paper Presented at the Annual Meeting of the American Association of Colleges of Teacher Education.1995.
1Kirby, S.N..McCombs.J.S.,Barney, H.& Naftel.S.Reforming Teacher,Education: Something Old Somerthing New[M].Santa Monica.CA:RAND Corporation.2006:11-12.
1 ①Newton, X. Teacher Effectiveness and Pathways into Teaching in California[EB/OL]. http://suse-step.stanford.edu/sites/default/files/teacher effectiveness and pathways into teaching in california. df.2011-09-12. ②Newton. X.. Darling-Hammond. L., Haertel. E.& Thomas. E. Value-Added Modeling of Teacher Effectiveness:An Exploration of Stability Across Models and Contexts[J]. Education Policy Analysis Archives.2010.18(23):1-27.
1资料来源:Darling-Hammond, L., Newton, X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
1 ①English. S. J. Teacher Education Program Accountability:In Search of Meaningful Outcomes Evidence[D]. Capella University.2007:31-35. ②Chung. R. R. The Performance Assessment for California Teachers (PACT) and Beginning Teacher Development:Can a Performance Assessment Promote Expert Teaching Practice? [D]. Stanford University.2005:1-2.
2教学质量期望(TPEs)内容参见附录二,PACT与TPEs的对应关系参见附录三。另外,教学质量期望本身又是在加州教学专业标准(California Standards for Teaching Profession,简称CSTP)基础上制订出来的,CSTP内容参见附录一。
1 ①Darling-Hammond. L.. Newton. X.& Wei. R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching.2010.36(4); 369-388. ② Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education.2006,57(2):120-138.
1资料来源:Darling-Hammond, L., Newton, X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
2 ①Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education,2006,57(2):120-138. ②Darling-Hammond, L., Newton, X. & Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
1 United States Act of Congress, No Child Left Behind Act of 2001 [EB/OL], http://www2.ed.gov/policy/elsec/leg/esea02/index.html2002,2010-10-6.
2Earley, P. M. Searching for the Common Good in Federal Policy:The Missing Essence in NCLB and HEA. Title Ⅱ[A]. In N. M. Michelli & D. L. Keiser (Eds.), Teacher Education for Democracy and Social Justice[C]. New York:Routledge.2005:63-65,69.
3 United States Department of Education. Race to the Top:Accelerating College and Career Readiness in States[EB/OL]. http://www.achieve.org/Racetothetop.2010-10-10.
4 Earley. P. M. Searching for the Common Good in Federal Policy:The Missing Essence in NCLB and HEA. Title Ⅱ[A]. In N. M. Michelli & D. L. Keiser (Eds.). Teacher Education for Democracy and Social Justice[C]. New York:Routledge.2005:63-65.69.
1 Selwyn, D. Highly Quantified Teachers:NCLB and Teacher Education[J]. Journal of Teacher Education,2007, 58(2):124-137. 2①McCaffrey, D. F., Koretz, D., Lockwood. J. R.& Hamilton, L. S. Evaluating Value-Added Models for Teacher Accountability[EB/OL]. http://www.and.org/pubs/monographs/2004/RAND_MG158.pdf.2011-12-23. ② McCaffrey. D. F., Lockwood, J. R., Koretz. D.. Louis, T. A.& Hamilton, L. S. Models for Value-Added Modeling of Teacher Effects[J]. Journal of Educational and Behavioral Statistics,2004,29(1):67-101. ③Rubin, D. B., Stuart, E. A., Zanutto, E. L. A Potential Outcomes View of Value-Added Assessment in Education[J]. Journal of Educational and Behavioral Statistics.2004,29(1):103-116. ④Braun, H. Using Student Progress to Evaluate Teachers:A Primer on Value-Added Models[EB/OL]. http://www.ets.org/Media/Research/pdf/PICVAM.pdf. 2011-12-23. ⑤BOTA (Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Academy of Sciences). Letter Report to the U.S. Department of Education on the Race to the Top Fund[EB/OL]. http://books.nap.edu/openbook.php?record id=12780&page=1%20(and%20ff).2011-12-23. ⑥Braun, H., Chudowsky, N.& Koenig, J. (Eds.) Getting Value Out of Value-Added:Report of a Workshop[EB/OL]. http://www.nap.edu/catalog/12820.html.2011-12-23. ⑦Sass, T. The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy[EB/OL]. http://www.urban.org/uploadedpdf/1001266_stabilitvofvalue.pdf.2011-12-23. ⑧Baker, E. L., Barton. P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson. R. J.& Shepard, L. A. Problems with the Use of Student Test Scores to Evaluate Teachers[EB/OL]. http://epi.3cdn.net/724cd9aleb91c40ff0_hwm6iii90.pdf.2011-12-23. ⑨Lockwood, J., Louis. T.& McCaffrey. D. F. Uncertainty in Rank Estimation:Implications for Value-Added Modeling Accountability Systems[J]. Journal of Educational and Behavioral Statistics,2002,27(3):255-270. ⑩Schmidt W. H., Houang. R., McKnight, C. C. Value-Added Research:Right Idea but Wrong Solution?[A]. In R. Lissitz (Ed.) Value-added Models in Education: Theory and Applications[C]. Maple Grove, MN:JAM Press.2005:145-164. (11)Braun, H. Value-Added Modeling: What Does Due Diligence Require? [A]. In R. Lissitz (Ed.) Value-added Models in Education:Theory and Applications[C]. Maple Grove, MN:JAM Press,2005:19-39.
3Berliner. D. C. NCLB:Impact on Curriculum[A]. In T. L. Good (Ed.),21st Century Education:A Reference Handbook (Vol 2) [C]. Thousand Oaks, CA:SAGE Publications, Inc.,2008:363-373.
1 Darling-Hammond. L.. Newton. X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching.2010,36(4):369-388.
2 Braun. H. Using Student Progress to Evaluate Teachers:A Primer on Value-Added Models[EB/OL]. http://wwwv.ets.org/Media/Research/pdf/PlCVAM.pdf.2011-12-23.
3①Cochran-Smith. M. Teacher Education and the Outcomes Trap[J]. Journal of Teacher Education,2005a.56(5): 411-417. ②Cochran-Smith. M. The Unforgiving Complexity of Teaching:Avoiding Simplicity in the Age of Accountability[J]. Journal of Teacher Education,2003c,54(1):3-5.
1联合国教科文组织.教育——财富蕴藏其中[M].北京：教育科学出版社.1996：143.
2①ochran-Smith. M. The New Teacher Education:For Better or for Worse[J]. Educational Researcher,2005b. 34(7):3-17.②CCochran-Smith, M. " Re-Culturing "Teacher Education:Inquiry, Evidence, and Action[J]. Journal of Teacher Education.2009,60(5):458-468.
3United States Department of Education. A Blueprint for Reform:The Reauthorization of the Elementary and Secondary Education Act[EB/OL]. http://www2.ed.gov/policy/elsecie/leg/blueprint/blueprint.pdf.2011-11-17.
1冯大鸣.奥巴马的修法计划及对美国教育行政的影响[J].教育发展研究,2010(18)：38-41.
2 United States Government. State of the Union 2012:Obama Speech Transcript [EB/OL]. httn://www.washinetonpost.com/politics/state-of-the-union-2012-obama-speech-excerpts/2012/01/24/glQA9D3Q OQstoy3.html.2012-2-27.
1王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文.2008：25-26.
1李其龙、陈永明.教师教育课程的国际比较[M].北京：教育科学出版社.2002：381.
2吴长庚、范安平.高师学生创新教育能力培养[M].上海：华东师范大学出版社.2007：11.
1 Korthagen. F. A. J., Kessels. J.. Koster, B.. Lagerwerf. B.& Wubbels. T. Linking Practice and Theory:The Pedagogy of Realistic Teacher Education[M]. Mahwah. NJ:Lawrence Erlbaum Associates. Inc..2001:1-19. 69-87.
2钟启泉、胡惠闵.我国教师教育课程标准的建构[J].全球教育展望,2005.34(1)：36-39.
1吴长庚、范安平.高师学生创新教育能力培养[M].上海：华东师范大学出版社.2007：16.17.
2我国第一部教师教育课程标准——《教师教育课程标准(试行)》于2011年10月才正式出台。
1叶澜.世纪初中国基础教育学校“转型性变革”的理论与实践——“新基础教育”理论及推广性、发展性研究结题报告『A].出自：叶澜主编.“新基础教育”发展性研究报告集[C].北京：中国轻工业出版社.2004：2-43.
2钟启泉.为了未来教育家的成长——论我国教师教育课程创新的课题[J].教育发展研究.2011.18：20-26.
1 ①Andrew. M. D. Differences Between Graduates of 4-Year and 5-Year Teacher Education Programs[J]. Journal of Teacher Education.1990.41(2):45-51. ②Andrew. M. D.& Schwab, R. L. Has Reform in Teacher Education Influenced Teacher Performances? An Outcome Assessment of Graduates of an Eleven-University Consortium[J]. Action in Teacher Education,1995,17(3):43-53.
[1][美]艾伦.c.奥恩斯坦、费郎西斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M].南京：江苏教育出版社,2002.
[2]卜玉华.美国教师教育研究问题域的转换及其启示[J].上海教育科研,2004(4)：34-36.
[3]卜玉华.教师教育及其研究何去何从——从教育理论与实践的关系展开的思考[J].教育理论与实践,200424(6)：51-55.
[4]陈蕊、刘晖.近十年来美国教师教育研究热点述评——以美国《教师教育杂志》为例[J].教师教育研究,2009(3)：71-74.
[5]丁钢.全球化背景下的教师专业发展创新计划——新理念及其变革实践[M].北京：北京师范大学出版社,2009.
[6]冯大鸣.奥巴马的修法计划及对美国教育行政的影响[J].教育发展研究,2010(18)：38-41.
[7]郭志明.美国教师教育课程变迁与教师专业化[J].学科教育,2004(5)：1-7.
[8]何菊玲.教师教育范式研究[M].北京：教育科学出版社,2009.
[9]贺武华.公共教育改革中的新自由主义思想取向与反思[J].教育研究,2009(9)：79-85.
[10]胡德维.美国教师培养研究的新进展[J].基础教育参考,2006(5)：22-25.
[11]黄甫全.新课程中的教师角色与教师培训[M].北京：人民教育出版社,2003.
[12]黄海涛.美国“学生学习成果评估”研究评析[J].清华大学教育研究,201]，32(2)：119-124.
[13]霍力岩.教育的转型与教师角色的转换[J].教育研究,2001(3)：70-71.
[14]《教师教育课程标准》专家组.《教师教育课程标准(征求意见稿)》咨询专家意见分析[J].全球教育展望,2008,37(9)：12-18.
[]5]《教师教育课程标准》专家组.关于我国教师教育课程现状的研究[J].全球教育展望,2008,37(9)：19-24.
[16]《教师教育课程标准》专家组.《教师教育课程标准》(送审稿2010版)[S].上海：华东师范大学课程与教学研究所,2010.
[17]教育部.普通高等学校本科教学工作水平评估方案(试行)[EB/OL].http://www.moe.gov.cn./publicfiles/business/htmlfiles/moe/moe 2453/200810/39602.html. 2011-11-21.
[18]教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003.
[19]靳玉乐.新课程改革的理念与创新[M].北京：人民教育出版社,2003.
[20]鞠玉翠.美国教师教育中的证据：现状、问题与改进[J].全球教育展望,2011,40(10)：54-60.
[21]科南特著,陈友松主译.科南特教育论选著[M].北京：人民教育出版社,1988.
[22]兰英.美国教师专业化运动述评[J].外国教育研究,1996(4)：42-46.
[23]李敏.美国教育政策问题研究——以20世纪80年代以来基础教育政策为例[D].华东师范大学博士学位论文,2006：57.
[24]李鹏.新公共管理及应用[M].北京：社会科学文献出版社,2004.
[25]李其龙、陈永明.教师教育课程的国际比较[M].北京：教育科学出版社,2002.
[26]联合国教科文组织.教育——财富蕴藏其中[M].北京：教育科学出版社,1996.
[27]刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社,2005.
[28]刘尧.西方高等教育质量观及评估综述[J].开放教育研究,2006,12(1)：20-23.
[29]刘永康、李华平.高中新课程的理论与实践[M].北京：高等教育出版社,2008.
[30]卢乃桂、操太圣.中国教师的专业发展与变迁[M].北京：教育科学出版社,2009.
[31][美]美国教育局.论中学的生活适应教育[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社,1990.
[32]莫雷.教育心理学[M].广州：广东高等教育出版社,2005.
[33][美]丘奇著,李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社,1990.
[34]全国课程专业委员会秘书处.21世纪中国课程研究和改革发展[A].出自：全国课程专业委员会秘书处编.21世纪中国课程研究与改革[C].北京：人民教育出版社,2001.
[35]饶从满、杨秀玉、邓涛.教师专业发展[M].长春：东北师范大学出版社,2005.
[36]申继亮.新世纪教师角色重塑：教师发展之本[M].北京：北京师范大学出版社,2006.
[37]苏真.比较师范教育[M].北京：北京师范大学出版社,1991.
[38]滕大春.美国教育史[M].北京：人民教育出版社,1994.
[39]汪海萍.美国特教印象及其思考[J].中国特殊教育,2004,1：79-81.
[40]王春光.反思型教师教育研究[M].长春：东北师范大学出版社,2010.
[41]王凤玉.社会变革与教育机构转型：美国师范教育机构转型研究及启示[M].北京：人民出版社.2008.
[42]王佳佳、鞠玉翠.美国教师教育市场化模式评析[J].外国教育研究,2009(7)：22-27.
[43]王少非.新课程背景下的教师专业发展[M].上海：华东师范大学出版社.2005.
[44]王松、张云.当今时代与教师[M].北京：中国科学技术出版社,1990.
[45]王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育,2007(11)：22-24.
[46]王文岚、黄甫全.美国大学本位教师教育改革的争议与新动向[J].江苏高教,2008(2)：133-136.
[47]王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008：15.
[48]吴长庚、范安平.高师学生创新教育能力培养[M].上海：华东师范大学出版社,2007.
[49]吴合文、毛亚庆.新自由主义、全球化与高等教育发展[J].高等教育研究,2008,29(12)：1-7.
[50]谢赛、胡惠闵.PCK及其对教师教育课程的影响[J].教育科学,2010,26(5)：55-58.
[51]谢赛.美国教师教育问责制的两次转型[J].清华大学教育研究,2011,32(2)：89-93.
[52]徐仲林、徐辉.基础教育课程改革理论与实践[M].成都：四川教育出版社,2005.
[53]杨九俊.基础教育课程改革新教师读本[M].南京：南京大学出版社,2008.
[54]杨启光.美国教师教育改革的概念取向与问题框架[J].全球教育展望,2006(8)：64-67.
[55]叶澜.教育研究及其方法[M].北京：中国科学技术出版社,1990.
[56]叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2001.
[57]叶澜.世纪初中国基础教育学校“转型性变革”的理论与实践——“新基础教育”理论及推广性、发展性研究结题报告[A].出自：叶澜主编.“新基础教育”发展性研究报告集[C].北京：中国轻工业出版社,2004.
[58]余文森、连榕等.教师专业发展[M].福州：福建教育出版社,2007.
[59]袁振国.教育研究方法[M].北京：高等教育出版社,2000.
[60]张才国.新自由主义意识形态[M].北京：中央编译出版社,2007.
[61]赵成根.新公共管理改革：不断塑造新的平衡[M].北京：北京大学出版社,2007.
[62]赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981.
[63]钟启泉、胡惠闵.我国教师教育课程标准的建构[J].全球教育展望,2005,34(1)：36-39.
[64]钟启泉.为了未来教育家的成长——论我国教师教育课程创新的课题[J].教育发展研究,2011(18)：20-26.
[65]朱小蔓、笪佐领.走综合发展之路：培养自主成长型教师[J].课程·教材·教法,2002,22(1)：59-63.
[1]Aizenman, N. C. U. S. to Grow Grayer, More Diverse:Minorities Will Be Majority by 2042, Census Bureau Says[N]. Washington Post, August 14,2008.
[2]Andrew, M. D. Differences Between Graduates of 4-Year and 5-Year Teacher Education Programs[J]. Journal of Teacher Education,1990,41(2):45-51.
[3]Andrew, M. D.& Schwab, R. L. Has Reform in Teacher Education Influenced Teacher Performances? An Outcome Assessment of Graduates of an Eleven-University Consortium[J]. Action in Teacher Education,1995,17(3):43-53.
[4]Angeli.C.&Valanides, N. Epistemological and Methodological Issues for the Conceptualization, Development, and Assessment of ICT-TPCK:Advances in Technological Pedagogical Content Knowledge (TPCK) [J]. Computers & Education, 2009,52(1):154-168.
[5]Anyon, J. Schools as Agencies of Social Legitimation[J]. Journal of Curriculum Theorizing,1981,3(2):86-103.
[6]Armstrong, N. F. Teacher Education in a Global Society:Facilitating Global Literacy for Preservice Candidates Through International Field Experiences[J]. Teacher Education and Practice,2008,21(4):490-506.
[7]Arne Duncan, Teacher Preparation:Reforming the Uncertain Profession[Z]. Remarks at Teachers College, Columbia University,2009.
[8]Athanases, S. Z. Teachers'Reports of the Effects of Preparing Portfolios of Literacy Instruction[J]. Elementary School Journal,1994,94(4):421-439.
[9]Au, K. H. Participation Structures in a Reading Lesson with Hawaiian Children:Analysis of a Culturally appropriate instructional event[J]. Anthropology and Education Quarterly, 1980,1(2):91-115.
[10]Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L. Ravitch, D., Rothstein, R., Shavelson, R. J. & Shepard, L. A. Problems with the Use of Student Test Scores to Evaluate Teachers[EB/OL]. http://epi.3cdn.net/724cd9a1eb91c40ff0_hwm6iii90.pdf.2011-12-23.
[11]Ball, D. L., Thames, M. H.&Phelps, G. Content Knowledge for Teaching:What Makes It Special? [J]. Journal of Teacher Education,2008,59(5):389-407.
[12]Banks. J. A. Teaching Multicultural Literacy to Teachers[J]. Teaching Education,1991, 4(1):135-144.
[13]Banks, J. A. The Lives and Values of Research:Implications for Educating Citizens in a Multicultural Society[J].Educational Researcher,1998,27(7):4-17.
[14]Banks, J. A. Multicultural Education:Historical Development, Dimensions, and Practice[A]. In J. A. Banks & C. A. Banks (Eds.), Handbook of Research on Multicultural Education (2nd Ed.) [C]. San Francisco:Jossey-Bass.,2004.
[15]Barclay, C. R.& Wellman, H. M. Accuracies and Inaccuracies in Autobiographical Memories[J]. Journal of Memory and Languages,1986,25(1):93-103.
[16]Baumgartner, F., Koerner, M.& Rust, F. Exploring Roles in Student Teaching Placements[J]. Teacher Education Quarterly,2002,29(2):35-58.
[17]Beck, S. The Teacher's Role and Approaches in a Knowledge Society[J]. Cambridge Journal of Education,2008,38(4):465-481.
[18]Bennett, C., Okinaka, A.& Xiao-yang, W. The Effect of a Multicultural Education Course on Preservice Teachers'Attitudes, Knowledge, and Behaviour[Z]. New Orleans, LA: Paper Presented at the Annual Meeting of the AERA,1988.
[19]Ben-Peretz, M. Curriculum of Teacher Education Programs[A]. In L. W. Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education (Second Edition)[C]. New York:Pergamon Press,1995.
[20]Berliner, D. C. NCLB:Impact on Curnculwn[A]. In T. L. Good (Ed.),21st Century Education:A Reference Handbook (Vol 2) [C]. Thousand Oaks, CA:SAGE Publications, Inc.,2008.
[21]Bird, T. The Schoolteacher's Portfolio:An Essay on Possibilities[A]. In J. Millman & L. Darling-Hammond (Eds.), The New Handbook of Teacher Evaluation:Assessing Elementary and Secondary School Teachers[C]. Newbury Park, CA:Sage,1990.
[22]Bjorklund, D. F. Children's Thinking:Developmental Function and Individual Differences (3rd Edition) [M]. Stamford, CT:Wadsworth,2000.
[23]Bondy, E.& Davis, S. The Caring of Strangers:Insights from a Field Experience in a Culturally Unfamiliar Community[J]. Action in Teacher Education,2000,22(2):54-66.
[24]BOTA (Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Academy of Sciences). Letter Report to the U.S. Department of Education on the Race to the Top Fund[EB/OL]. http://books.nap.edu/openbook.php?record id=12780&page=1%20(and%20fl 2011-12-23.
[25]Boyle-Baise, M. Community Service Learning for Multicultural Education:An Exploratory Study with Preservice Teachers[J].Equity and Excellence in Education,1998, 31(2):52-60.
[26]Bradley, A. Pioneers in Professionalism[J]. Education Week,1994,13:18-21.
[27]Bradley, A. NEA, AFT Take up the Thorny issues of Teacher Ouality[N]. Education Week, 1998,18:6.
[28]Braun, H. Using Student Progress to Evaluate Teachers:A Primer on Value-Added Models[EB/OL]. http://www.ets.org/Media/Research/pdf/PICVAM.pdf.2011-12-23.
[29]Braun, H. Value-Added Modeling:What Does Due Diligence Require? [A]. In R. Lissitz (Ed.) Value-added Models in Education:Theory and Applications[C]. Maple Grove, MN: JAM Press,2005.
[30]Braun, H., Chudowsky, N. & Koenig, J. (Eds.) Getting Value Out of Value-Added:Report of a Workshop[EB/OL]. http://www.nap.edu/catalog/12820.html,2011-12-23.
[31]Brown, H. A. The Normal-School Curriculum[J]. The Elementary School Journal,1919, 20(4):276-284.
[32]Brown, H. A. Some Nest Steps for Establishing Standards for Teachers'Colleges[J]. The Elementary School Journal,1924,25(3):211-226.
[33]Brown, H. A. New Standards for Teachers'Colleges[J].The Elementary School Journal, 1926,27(1):48-59.
[34]Bruner, J. S. Acts of Meaning[M]. Cambridge, MA:Harvard University Press,1990.
[35]Bullough, R.& Stokes, D. K. Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development[J].American Educational Research Journal,1994,31(1):197-224.
[36]Bullough-Jr., R. V. Pedagogical Content Knowledge Circa 1907 and 1987:A Study in the History of an Idea[J]. Teaching and Teacher Education,2001,17 (6):655-666.
[37]Butler, J. An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards[J]. Journal of Physical Education, Recreation & Dance (JOPERD),2006,77 (2):15-19, 31-32.
[38]California Commission on Teacher Credentialing, California's Teaching Performance Expectations[EB/OL]. http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-Full-Version.pdf.2011-3-12.
[39]California Commission on Teacher Credentialing & California Department of Education, California Standards for Teaching Profession [EB/OL]. http://tepd.moe.gov.tw/upfiles/fileupload/33/downf01251464102.pdf.2011-3-12.
[40]California Commission on the Teaching Profession, Who Will Teach our Children[R]. Sacramento, CA:Californian Department of Education,1985.
[41]Carter, K.& Doyle, W. Personal Narrative and Life History in Learning to Teach[A]. In J. P. Sikula, T. J. Buttery & E. Guyton(Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1996.
[42]Carter, R.& Goodwin, L. Racial Identity and Education[A]. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol.20)[C]. Washington, D.C.:American Educational Research Association,1994.
[43]Children's Learning Outcomes[EB/OL]. http://www.ehow.com/about 5437857 childrens-learning-outcomes.html,2012-1-9.
[44]Chung, R. R. The Performance Assessment for California Teachers (PACT) and Beginning Teacher Development:Can a Performance Assessment Promote Expert Teaching Practice? [D]. Stanford University,2005.
[45]Clarke, C.& Medina, C. How Reading and Writing Literacy Narratives Affect Preservice Teachers'Understanding of Literacy, Pedagogy and Multiculturalism[S]. Journal of Teacher Education,2000,51(1):63-76.
[46]Clift, R.& Brady, P. Research on methods course and field experiences[A]. In M. Cochran-Smith & K. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, NJ:Erlbaum,2005.
[47]Cochran, K., DeRuiter, J.& King, R. Pedagogical Content Knowing:An Integrative Model for Teacher Preparation [J]. Journal of Teacher Education,1993,44 (4):263-272.
[48]Cochran-Smith, M. Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education[J]. American Educational Research Journal,1995,32(3):493-522.
[49]Cochran-Smith, M. Editorial:The Questions That Drive Reform[J]. Journal of Teacher Education,2000a,51 (5):331-333.
[50]Cochran-Smith, M. The Future of Teacher Education:Framing the Questions that Matter[J]. Teacher Education Journal,2000b,11 (1):13-24.
[51]Cochran-Smith, M. Constructing Outcomes in Teacher Education:Policy, Practice and Pitfalls[J]. Education Policy Analysis Archives,2001a,9(11):1-56.
[52]Cochran-Smith, M. Higher Standards for Prospective Teachers:What's Missing from the Discourse? [J]. Journal of Teacher Education,2001b,52(3):179-181.
[53]Cochran-Smith, M. The Outcomes Question in Teacher Education[J]. Teaching and Teacher Education,2001c,17(5):527-546.
[54]Cochran-Smith, M. Assessing Assessments in Teacher Education[J]. Journal of Teacher Education,2003a.54(3):187-191.
[55]Cochran-Smith, M. The Multiple Meanings of Multicultural Teacher Education:A Conceptual Framework[J].Teacher Education Quarterly.2003b,30(2):7-26.
[56]Cochran-Smith, M. The Unforgiving Complexity of Teaching:Avoiding Simplicity in the Age of Accountability[J]. Journal of Teacher Education,2003c,54(1):3-5.
[57]Cochran-Smith, M. Defining the Outcomes of Teacher Education:What's Social Justice Got to Do with It? [J]. Asia-Pacific Journal of Teacher Education.2004,32(3):193-212.
[58]Cochran-Smith, M. Teacher Education and the Outcomes Trap[J]. Journal of Teacher Education,2005a,56(5):411-417.
[59]Cochran-Smith, M. The New Teacher Education:For Better or for Worse[J]. Educational Researcher,2005b,34(7):3-17.
[60]Cochran-Smith, M. "Re-Culturing "Teacher Education:Inquiry, Evidence, and Action[J]. Journal of Teacher Education,2009,60(5):458-468.
[61]Cochran-Smith, M., Barnatt, J., Friedman, A.& Pine, G. Inquiry on Inquiry:Practitioner Research and Student Learning[J]. Action in Teacher Education,2009,31 (2):17-32.
[62]Cochran-Smith, M., Reagan, M. E.& Shakman, K., Just Measures:Social Justice as a Teacher Education Outcome[J]. Teacher Education and Practice,2009,22(3):237-263.
[63]Cohen, L., Manion, L.& Morrison K. Research Methods in Education[M]. New York: Routledge,2007.
[64]Cole, A. L.& Knowles, J. G. Shattered Images:Understanding Expectations and Realities of Field Experiences[J]. Teaching and Teacher Education,1993,9(5/6): 457-471.
[65]Comer, J. P., Haynes, N. M.& Joyner, E. T. The School Development Program[A]. In J. P. Comer, N. M. Haynes, E. T. Joyner & M. Ben-Avie (Eds.), Rallying the Whole Village: The Comer Process for Reforming Education[C]. New York:Teachers College Press, 1996.
[66]Commission on No Child Left Behind, Beyond NCLB:Fulfilling the Promise to Our Nation's Children[R]. Washington, DC:Commission on No Child Left Behind,2007.
[67]Cooper, E.& Sherk, J. Addressing Urban School Reform:Issues and Alliances[J]. Journal of Negro Education,1989,58(3):315-331.
[68]Court, M. Talking Back to New Public Management Versions of Accountability in Education:A Co-Principalship's Practices of Mutual Responsibility[J]. Educational Management Administration & Leadership,2004,32(2):171-194.
[69]Crowe, E. Measuring What Matters: A Stronger Accountability Model for Teacher Education[R]. Washington, DC:Center for American Progress,2010.
[70]Darcy, C. M., Ganeles, D.&Ether, J. A. A CBTE Curriculum Model and Directions for Its Assembly [M]. New York:New York State Education Department & State University of New York,1975.
[71]Darling-Hammond. L. (Ed.) Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education,2000a.
[72]Darling-Hammond. L. (Ed.) Studies of Excellence in Teacher Education:Preparation in a Five-Year Program[C]. Washing DC:American Association of Colleges for Teacher Education,2000b.
[73]Darling-Hammond, L. (Ed.) Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education,2000c.
[74]Darling-Hammond, L. Teacher Quality and Student Achievement:A Review of State Policy Evidence[J].Education Policy Analysis Archives,2000d,8(1):1-44.
[75]Darling-Hammond, L. Inequality and Access to Knowledge[A]. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education[C]. San Francisco: Jossey-Bass,2001.
[76]Darling-Hammond, L. Learning to Teach for Social Justice[A]. In L. Darling-Hammond, L., J. French & S. Garcia-Lopez (Eds.), Learning to Teach for Social Justice[C]. New York:Teachers College Press,2002.
[77]Darling-Hammond. L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program[J]. Educational Perspectives,2004.36(1-2):8-19.
[78]Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education,2006,57(2): 120-138.
[79]Darling-Hammond, L. Soaring Systems:High Flyers All Have Equitable Funding, Shared Curriculum, and Quality; Teaching[J]. American Educator,2010-2011,34(4):20-23,53.
[80]Darling-Hammond, L.& Bransford, J. (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do[C]. San Francisco, CA:Jossey-Bass, 2005.
[81]Darling-Hammond, L.& Loewenberg-Ball, D. Teaching for Higher Standards:What Policy Makers Need to Know[R]. Washington D.C.:National Commission on Teaching and America's Future,1999.
[82]Darling-Hammond, L.& McDonald, M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education,2000.
[83]Darling-Hammond, L.& Sclan, E. Who Teaches and Why[A]. In J. Sikula (Ed.), Handbook of Research on Teacher Education[C]. New York:Simon & Schuster Macmillan,1996.
[84]Darling-Hammond. L.& Snyder, J. Authentic Assessment of Teaching in Context[J]. Teaching and Teacher Education,2000,16(5):523-545.
[85]Darling-Hammond, L., Chung, R.& Frelow, F. Variation in Teacher Preparation:How Well Do Different Pathways Prepare Teachers to Teach? [J]. Journal of Teacher Education, 2002,53(4):286-302.
[86]Darling-Hammond, L., Eiler, M.& Marcus, A. Perceptions of Preparation:Using Survey Data to Assess Teacher Education Outcomes[J]. Issues in Teacher Education,2002,11(1): 65-84.
[87]Darling-Hammond, L., Newton, X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
[88]Darling-Hammond, L., Fickel, L., Koppich, J., MacDonald, M., Merseth, K., Miller, L. Ruscoe, G., Silvernail, D., Snyder, J., Whitford, B. L.& Zeichner, K. Powerful Teacher Education:Lessons from Exemplary Programs[M]. San Francisco, CA:Jossey-Bass, 2006.
[89]Davies, D. Response to John Merrow's Report on CBTE[A]. In. J. G. G. MerrowⅡ(Ed.), The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW),1975.
[90]Day, C. Reflection:A Necessary but Not Sufficient Condition for Professional Development[J]. British Educational Research Journal,1993,19(1):83-93.
[91]Delandshere, G.& Arens, S. A. Representations of Teaching and Standard-Based Reform: Are We Closing the Debate About Teacher Education[J]. Teaching and Teacher Education, 2001,17(5):547-566.
[92]Delandshere, G. & Petrosky, A. Political Rationales and Ideological Stances of the Standards-Based Reform of Teacher Education in the US[J]. Teaching and Teacher Education,2004,20 (1):1-15.
[93]Delpit, L. Other People's Children:Cultural Conflicts in the Classroom[M]. New York: The New Press.1995.
[94]Deng, Z.& Gopinathan, S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education,2003,31(1):51-65.
[95]Denner, P. R., Salzman, S. A.& Harris. L. B. Teacher Work Sample Assessment:An Accountability Method That Moves Beyond Teacher Testing to the Impact of Teacher Performance on Student Learning[Z]. New York, NY:Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education,2002.
[96]Denner, P. R., Norman, A. D., Salzman, S. A.& Pankratz, R. S. Connecting Teaching Performance to Student Achievement:A Generalizability and Validity Study of the Renaissance Teacher Work Sample Assessment[Z]. Jacksonville, FL:Paper Presented at the Annual Meeting of the Association of Teacher Educators,2003.
[97]Denton, J. J. Early Field Experiences Influence on Performance in Subsequent Coursework[J]. Journal of Teacher Education,1982,33(2):19-23.
[98]Denton, J. J., Morris, J. E.& Tooke, D. J. The Influence of Academic Characteristics of Student Teachers on the Cognitive Attainment of Learners[J]. Educational and Psychological Research,1982,2(1):15-29.
[99]Doyle, W. Themes in Teacher Education Research[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan, 1990.
[100]Duesterberg, L. Rethinking Culture in the Pedagogy and Practices of Preservice Teachers[J]. Teaching and Teacher Education,1998,14(5):497-512.
[101]Earley, P. M. Searching for the Common Good in Federal Policy:The Missing Essence in NCLB and HEA, Title Ⅱ[A]. In N. M. Michelli & D. L. Keiser (Eds.), Teacher Education for Democracy and Social Justice[C]. New York:Routledge,2005.
[102]Elliot, J. Action Research for Educational Change[M]. Buckingham:Open University Press,1991.
[103]Elliott, J. Three Perspectives on Coherence and Continuity in Teacher Education[A]. In J. Elliott (Ed.), Reconstructing Teacher Education:Teacher Development[C]. Washington, DC:The Falmer Press,1993.
[104]Emans. R. Analysis of Four Different Approaches to Teacher Education[J]. College Student Journal,1981,15(3):209-216.
[105]English, S. J. Teacher Education Program Accountability:In Search of Meaningful Outcomes Evidence[D]. Capella University,2007.
[106]Ertmer, P. A.& Lewandowski, J. Using Electronic Models to Increase Preservice Teachers' Ideas and Confidence for Technology Integration[A]. In D. A, Willis. J. Price & N. Davis (Eds.), Proceedings of SITE 2002:Society for Information Technology & Teacher Education International Conference[C]. Norfolk, VA:Association for the Advancement of Computing in Education,2002.
[107]Etkina. E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J]. Physical Review Special Topics-Physics Education Research,2010.6(2): 020110-1-020110-26.
[108]Eurich, A. C. The "Breakthrough " in Teacher Education[J]. The High School Journal, 1960,43(5):154-157.
[109]Feiman-Nemser, S. Teacher Preparation:Structural and Conceptual Alternatives[A].In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990.
[110]Feiman-Nemser, S. From Preparation to Practice:Designing a Continuum to Strengthen and Sustain Teaching[J]. Teachers College Record,2001,103(6):1013-1055.
[111]Fernandez-Balboa, J.-M.& Stiehl, J. The Generic Nature of Pedagogical Content Knowledge Among College Professors[J]. Teaching and Teacher Education,1995,11(3): 293-306.
[112]Fetterman, D., Connors, W., Dunlap, K., Brower, G., Matos, T.& Paik, S. Stanford Teacher Education Programme 1997-1998 Evaluation Report[R]. Stanford, CA:Stanford University Press,1999.
[113]Flavell, J. H. Cognitive Development:Past, Present and Future[A]. In R. D. Parke, P. A. Ornstein, J. J. Rieser & C. Zahn-Waxler (Eds.), A Century of Developmental Psychology[C]. Washington, D.C.:American Psychology Association,1994.
[114]Flores, B. B. Reflective Essay:What Are the Major Challenges Faced by Teacher Education in an Increasing Global Society? [J]. Teacher Education and Practice,2008, 21(4):452-454.
[115]French, R. Linking Teacher Quality to Student Achievement Through Assessment[A]. In A. R. Poliakoff(Ed.), Teacher Preparation:Assessing Teacher Quality, Administrative Support. Standards-Based Teacher Preparation[C]. Washing, DC:Council for Basic Education,2002.
[116]Fry, P. Identifying Challenges Faced by Teacher Education in an Increasing Global Society[J]. Teacher Education and Practice,2008,21(4):476-478.
[117]Furman, J. S. Tensions in Multicultural Teacher Education Research:Demographics and the Need to Demonstrate Effectiveness[J]. Education and Urban Society.2008,41(1): 55-79.
[118]Fusarelli, L. D.& Johnson, B. Educational Governance and the New Public Management[J]. Public Administration and Management:An Interactive Journal,2004, 9(2):118-127.
[119]Gallego, M. A. Is Experience the Best Teacher? The Potential of Coupling Classroom and Community-Based Field Experiences[J]. Journal of Teacher Education,2001,52(4): 312-325.
[120]Gandara, P. A Study of High School Puente:What We Have Learned About Preparing Latino Youths for Postsecondary Education[J].Educational Policy Special Issue:The Puente Project——Issues and Perspectives on Preparing Latino Youth for Higher Education,2002,16(4):474-495.
[121]Garcia, E. Language, Culture, and Education[A]. In L. Darling-Hammond (Ed.), Review of Research in Education, Volume 19[C]. Washington, D.C.:American Educational Research Association,1993.
[122]Gebhard, M., Austin, T., Nieto, S.& Willett, J. "You Can't Step on Someone Else's Words":Preparing All Teachers to Teach Language Minority Students[A]. In Z. Beykont (Ed.), The Power of Culture:Teaching Across Language Difference[C]. Cambridge, MA: Harvard Educational Publishing Group,2002.
[123]Gideonse, H. D. The Redesign of NCATE,1980-1986[A]. In H. D. Gideonse (Ed.), Teacher Education Policy:Narratives, Stories, and Cases[C]. Albany, NY:SUNY Press, 1992.
[124]Gomez, M. L.& Tabachnick, B. R. Telling Teaching Stories[J]. Teaching Education, 1992,4(2):129-138.
[125]Gonzalez, N., Moll, L. C, Floyd-Tenery. M., Ribera, A., Rendon, P., Gonzalez. C. & Amanti, C. Funds of Knowledge for Teaching in Latino Households[J]. Urban Education. 1995.29(4):443-470.
[126]Gore, J. M.& Zeichner, K. M. Action Research and Reflective Teaching in Preservice Teacher Education:A Case Study from the United States[J].Teaching and Teacher Education,1991,7(2):119-136.
[127]Gorski, P. C. Unintentional Undermining of Multicultural Education:Educators at the Equity Crossroads[A]. In J. Landsman & C. W. Lewis (Eds.), White Teachers, Diverse Classroom[C]. Sterling, VA:Stylus Publishing, LLC.,2006.
[128]Grant, C. A.& Koskella, R. A. Education That Is Multicultural and the Relationship Between Preservice Campus Learning and Field Experiences[J]. Journal of Educational Research,1986,79(4):197-204.
[129]Grant, C. A.& Sleeter, C. E. Race, Class, Gender, and Disability in the Classroom[A]. In J. A. Banks & C. A. Banks (Eds.), Multicultural Education, Needham Heights, MA: Allyn & Bacon,2001.
[130]Green, D. What Is Quality in Higher Education[A]. In D. Green (Ed.), What Is Quality in Higher Education[C]. Buckingham:Society for Research into Higher Education and Open University,1994.
[131]Grossman, P. L. A Study in Contrast:Sources of Pedagogical Content Knowledge for Secondary English [J]. Journal of Teacher Education.1989,40 (5):24-31.
[132]Grossman, P. L., Schoenfeld, A.& Lee, C. Teaching Subject Matter[A]. In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do[C]. San Francisco, CA:Jossey-Bass, 2005.
[133]Grumet, M. R. Generations:Reconceptualist Curriculum Theory and Teacher Education[J]. Journal of Teacher Education,1989,40(1):13-17.
[134]Guyton, E.& McIntyre, D. J. Student Teaching and School Experiences[A]. In W. R. Houston (Ed.), Handbook of Research on Teacher Education[C]. New York:Macmillan, 1990.
[135]Haberman, M.& Post, L. Does Direct Experience Change Education Students' Perception of Minority Children? [J]. Midwest Educational Researcher,1992,5(2): 29-31.
[136]Haertel, E. New Forms of Teacher Assessment[A]. In C. Grant (Ed.), Review of Research in Education (Volume 17)[C]. Washington, DC:American Educational Research Association,1991.
[137]Hamel, F. L.& Merz, C. Refraining Accountability:A Preservice Program Wrestles with Mandated Refonn[J]. Journal of Teacher Education,2005,56 (2):157-167.
[138]Hammerness, K. From Coherence in Theory to Coherence in Practice[J]. Teachers College Record,2006,108(7):1241-1265.
[139]Hammerness, K.& Darling-Hammond, L. Meeting Old Challenges and New Demands: The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education, 2002,11(1):17-30.
[140]Hammerness, K., Darling-Hammond, L.& Shulman, L. S. Toward Expert Thinking: How Curriculum Case Writing Prompts the Development of Theory-Based Professional Knowledge in Student Teachers[J].Teaching Education,2002,13(2):221-245.
[141]Hammerness,K., Darling-Hammond.L. et al.(2005). The Design of Teacher Education Program. In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco, CA: Jossey-Bass,2005.
[142]Hansen, K. H. Proposals for Programs:Promise and Performance[J]. The School Administrator, August 1972:9.
[143]Harris, L. B., Salzman, S., Frantz, A., Newsome. J.& Martin, M. Using Accountability Measures in the Preparation of Preservice Teachers to Make a Difference in the Learning of All Students[Z]. Chicago, IL:Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education,2000.
[144]Harter, S. Self and Identity Development[A]. In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold:The Developing Adolescent[C]. Cambridge, MA:Harvard University Press,1990.
[145]Hartnett, A.& Naish, M. Technicians or Social Bandits? Some Moral and Political Issues in the Education of Teachers[A]. In P. Woods (Ed.), Teacher Strategies: Explorations in the Sociology of the School[C]. London:Croom Helm,1980.
[146]Hatton, N.& Smith, D. Reflection in Teacher Education:Towards Definition and Implementation[J]. Teaching and Teacher education,1995,11(1):22-49.
[147]Haynes, D. One Teacher's Experience with National Board Assessment[J]. Educational Leadership,1995,52(8):58-60.
[148]Henry, M. The Effect of Increased Exploratory Field Experiences Upon the Perceptions and Performance of Student Teachers[J]. Action in Teacher Education.1983,5(1-2): 66-70.
[149]Hodenfield, G. K.& Stinnet, T. M. The Education of Teachers:Conflict and Consensus[M]. Engle-wood Cliffs, New Jersey:Prentice-Hall, Inc.,1961.
[150]Hodgkinson, H. L. Diversity Comes in All Sizes and Shapes[J]. School Business Affairs, 1997,63(4):3-7.
[151]Hodgkinson, H. Educational Demographics:What Teachers Should Know[J]. Educational Leadership,2001,58(4):6-11.
[152]Hollins, E. R.& Guzman, M. T. Research on Preparing Teachers for Diverse Populations[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, New Jersey:Lawrence Erlbaum Associates, Inc.,2005.
[153]Holmes Group, Tomorrow's Teachers[R]. East Lansing, MI:Holmes Group.1986.
[154]Holt-Reynolds, D. Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work[J]. American Educational Research Journal,1992,29(2):325-349.
[155]Houston, W. R.& Jones, H. L. Three Views of Competency-Based Teacher Education: Ⅱ University of Houston. CBTE:Applying Systems Theory to Program Design. Fastback 49[M]. Bloomington, IN:Phi Delta Kappa Educational Foundation,1974.
[156]Houston, W. R.& Pierson, M. E. Preparing Teachers for a Global Society That Is Unknown to Teacher Educators[J]. Teacher Education and Practice,2008,21(4):479-481.
[157]Hunter, W. J. The Seven-Fold Path:Teaching Writing in the Knowledge Society[J]. College Quarterly,2010,13(1):1-6.
[158]Ingersoll, R. Is There Really a Teacher Shortage? A Report Co-Sponsored by the Center for the Study of Teaching and Policy and the Center for Policy Research in Education[R]. Seattle, WA:Center for the Study of Teaching and Policy, University of Washington, 2003.
[159]Interstate New Teacher Assessment and Support Consortium. Model Standards for Beginning Teacher Licensing and Development:A Resource for State Dialogue[S]. Washington, D.C.:Council of Chief State School Offices,1992.
[160]Interstate New Teacher Assessment and Support Consortium, Model Standards for Licensing New Teachers[R]. Washington D.C.:Interstate New Teacher Assessment and Support Consortium,1992.
[161]Interstate New Teacher Assessment and Support Consortium. Model Standards for Licensing General and Special Education Teachers of Students with Disabilities:A Resource for State Dialogue[S]. Washington, D.C.:Council of Chief State School Offices, 2001.
[162]Jay, J. K.& Johnson, K. L. Capturing Complexity:A Typology of Reflective Practice for Teacher Education[J]. Teaching and Teacher Education,2002,18(1):73-85.
[163]Jenlink, P. M. Teacher Education in a Global Society[J]. Teacher Education and Practice, 2008,21(4):424-426.
[164]Joyce, B. Conceptions of Man and Their Implications for Teacher Education[A]. In K. Ryan (Ed.), Teacher Education (74th Yearbook of the National Society for the Study of Education)[C]. Chicago:University of Chicago Press,1975.
[165]Kapel, D. E., Clifford, C. S.& Kapel, M. B. American Educators'Encyclopedia (Revised Edition)[Z]. Westport, CT:Greenwood Press,1991.
[166]Keese, N.& Brown, T. Student Teacher Input and Teacher Work Sample as Part of a Teacher Education Unit Accountability System[Z]. Santa Fe, NM:Paper Presented at the Annual Meeting of the Association of Teacher Educators,2003.
[167]Kelly, E. A. Three Views of Competency-Based Teacher Education:3 University of Nebraska. CBTE:Can It Be Achieved[M]. Bloomington, IN:Phi Delta Kappa Educational Foundation,1974.
[168]Kennedy, M. M. Inexact Sciences Professional Education and the Development of Expertise[J]. Review of Research in Education,1987,14(1):133-167.
[169]Killion, J.& Todnem, G. A Process of Personal Theory Building[J]. Educational Leadership,1991,48(6):14-17.
[170]Kirby, S. N., McCombs, J. S., Barney, H.& Naftel, S. Reforming Teacher Education: Something Old, Something New[M]. Santa Monica. CA:RAND Corporation,2006.
[171]Kirk, D. Beyond the Limits of Theoretical Discourse in Teacher Education:Towards a Critical Pedagogy[J]. Teaching and Teacher Education,1986,2(2):155-167.
[172]Kleinfeld, J. The Special Virtues of the Case Method in Preparing Teachers for Minority Schools[J]. Teacher Education Quarterly,1990,17(1):43-51.
[173]Kleinfeld, J. The Use of Case Studies in Preparing Teachers for Cultural Diversity[J]. Theory Into Practice,1998,37(2):140-147.
[174]Kluckhohn, F.& Strodtbeck, F. Variations in Value Orientations[M]. Evanston, IL:Row, Peterson,1961.
[175]Knight, W. B. Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Art Teacher Education[D]. The Ohio State University,2000.
[176]Knowles, J. G.& Holt-Reynolds, D. Shaping Pedagogies Through Personal Histories in Preservice Teacher Education[J]. Teachers College Record,1991:93(1):87-113.
[177]Koerner, J. D. The Miseducation of American Teachers[M]. Boston:Houghton Mifflin, 1963.
[178]Kohls, L. R. Survival Kit for Overseas Living (2nd Ed.) [M]. Yarmouth. ME:Intercultural, 1984.
[179]Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B.& Wubbels, T. Linking Practice and Theory:The Pedagogy of Realistic Teacher Education[M]. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..2001.
[180]Kunzman, R. Preservice Education for Experienced Teachers:What STEP Teaches Those Who Have Already Taught[J]. Issues in Teacher Education.2002,11(1):99-112.
[181]Kunzman, R. From Teacher to Student:The Value of Teacher Education for Experienced Teachers[J]. Journal of Teacher Education,2003,54(3):241-253.
[182]Labaree, D. F. An Uneasy Relationship:The History of Teacher Education in the University[A]. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J.& Demers, K. E. (Eds.); Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts[C]. New York:Routledge,2008.
[183]Ladson-Billings, G. Preparing Teachers for Diverse Student Populations:A Critical Race Theory Perspective[A]. In A. Iran-Nejad & D. Pearson (Eds.), Review of Research in Education (Vol.24)[C]. Washington D.C.:American Educational Research Association, 1999.
[184]Ladson-Billings, G. Preparing Teachers for Diversity:Historical Perspectives, Current Trends, and Future Directions[A]. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the Learning Profession:A Handbook of Policy and Practice[C]. San Francisco: Jossey-Bass,1999.
[185]Ladson-Billings, G. Crossing Over to Canaan:The Journey of New Teachers in Diverse Classrooms[M]. San Francisco:Jossey-Bass,2001.
[186]Lagemann, E. An Elusive Science:The Troubling History of Education Research[M]. Chicago, IL:University of Chicago Press,2000.
[187]Landsheere, G. De. Concepts of Teacher Education[R]. In Michael J. Dunkin (Ed), The International Encyclopedia of Teaching and Teacher Education[C]. New York:Pergamon Press,1987.
[188]Larrivee, B. Transforming Teaching Practice:Becoming the Critically Reflective Teacher[J]. Reflective Practice,2000,1(3):293-307.
[189]Larrivee, B.& Cooper. J. M. An Educator s Guide to Teacher Reflection[M]. Stamford, CT:Cengage Learning,2005.
[190]Lee. C. D. A Culturally Based Cognitive apprenticeship:Teaching African American High School Students Skills in Literary Interpretation[J]. Reading Research Quarterly. 1995,30(4):608-630.
[191]Lessinger, L. M. Accountability and Humanism:A Productive Educational Complementarity[A]. In C. D. Sabine (Ed.), Accountability:Systems Planning in Education[C]. Homewood, Illinois:ETC Publications,1973.
[192]Levine, A. Educating School Teachers[R]. Washington, DC:Education School Project, 2006.
[193]Lightfoot, C, Cole, M.& Cole, S. The Development of Children (6th Edition) [M]. New York, NY:Worth Publishers,2009.
[194]Lockwood, J., Louis, T.& McCaffrey, D. F. Uncertainty in Rank Estimation: Implications for Value-Added Modeling Accountability Systems[J]. Journal of Educational and Behavioral Statistics,2002.27(3):255-270.
[195]Lorson. K. Making Teacher Work Samples "Work" for Accreditation[J]. Journal of Physical Education, Recreation & Dance,2010,81 (2):54-57.
[196]Loucks-Horsley, S. Professional Development and the Learner Centered School[J]. Theory Into Practice,1995,34 (4):265-271.
[197]Louisiana Board of Regents, Board of Elementary and Secondary Education & The Professional Development Leadership Advisory Council, Guidelines for the Redesign of Post-Baccalaureate Education Programs[EB/OL], http://www.laregentsarchive.com/Academic/TE/redesign guidelines postbacc.pdf. 2010-10-10.
[198]Louisiana Department of Education, Preparing a Teacher Work Sample:Handbook and Forms for the New Teacher[R]. Baton Rouge:Louisiana Department of Education,1997.
[199]Ludlow, L., Pedulla, J., Enterline, S., Cochran-Smith, M., Loftus, F., Salomon-Fernandez, Y.& Mitescu, E. From Students to Teachers:Using Surveys to Build a Culture of Evidence and Inquiry[J]. European Journal of Teacher Educaton,2008,31(4): 319-337.
[200]Ma, L. P. Knowing and Teaching Elementary Mathematics:Teachers'Understanding of Fundamental Mathematics in China and the United States[M]. New York, NY:Routledge, 2010.
[201]Marks, R. Pedagogical Content Knowledge:From a Mathematical Case to a Modified Conception [J]. Journal of Teacher Education,1990,41(3):3-11.
[202]Martinez, E.& Garcia, A. What Is Neoliberalism[EB/OL]. http://www.corpwatch.org/article,php?id=376.2012-4-8.
[203]McCaffrey, D. F., Koretz, D., Lockwood, J. R.& Hamilton, L. S. Evaluating Value-Added Models for Teacher. Accountability[EB/OL]. http://www.rand.org/pubs/monographs/2004/RAND MG158.pdf.2011-12-23.
[204]McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A.& Hamilton, L. S. Models for Value-Added Modeling of Teacher Effects[J]. Journal of Educational and Behavioral Statistics,2004.29(1):67-101.
[205]McConney, A., Schalock, M. D. & Schalock, H. D. Using Indicators of Student Learning in Teacher Evaluation[A]. In J. H. Stronge (Ed.), Evaluating Teaching:A Guide to Current Thinking and Best Practice[C]. Thousand Oakes, CA:Corwin,1997.
[206]McConney, A. A., Schalock, M. D.& Schalock, H. D. Focusing Improvement and Quality Assurance:Teacher Work Samples as Authentic Performance Measures of Prospective Teachers'Effectiveness[J]. Journal of Personnel Evaluation in Education, 1998,11(4):343-363.
[207]McDiarmid. G. W.& Price, J. Prospective Teachers' Views of Diverse Learners:A Study of the Participants in the ABCD Project[R]. East Lansing MI:National Center for Research on Teacher Learning,1990, Research Report 90-6.
[208]Mcfee, G. Reflections on the Nature of Action Research[J]. Cambridge Journal of Education,1993,23(2):173-183.
[209]McMorrow, U. Changing Practices for a Global Society:Voices of Students, Teachers, Principals and University Teacher Educators on Active Learning[J].Irish Educational Studies,2006,25(3):321-335.
[210]Merrow II, J. G. G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington, D.C.:National Institute of Education (DHEW),1975.
[211]Merseth, K. K. Cases and Case Methods in Teacher Education[A]. In J. P. Sikula, T. J. Buttery & E. Guyton(Eds.), Handbook of Research on Teacher Education[C]. New York: Macmillan,1996.
[212]Miller, L.& Silvernail, D. L. Learning to Become a Teacher:The Wheelock Way[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education,2000.
[213]Minstrell, J. Facets of Students'Thinking:Designing to Cross the Gap from Research to Standards-Based Practice[A]. In K. Crowley. C. D. Schunn and T. Okada (Eds.), Designing for Science:Implications for Professional, Instructional, and Everyday Science[C]. Mahwah:Lawrence Erlbaum Associates,2001.
[214]Mishra, R. Knowledge Society and Its Teachers[A]. In R. P. Singh (Ed.), Teaching Teachers for a Knowledge Society[C]. Darya Ganj, New Delhi:Gyan Publishing House, 2008.
[215]Mishra, P.&Koehler, M. J. Technological Pedagogical Content Knowledge:A New Framework for Teacher Knowledge [J]. Teachers College Record,2006,108(6): 1017-1054.
[216]Mitchell. B. M.& Salsbury, R. E. Multicultural Education:An International Guide to Research, Policies, and Programs[M]. Westport, CT:Greenwood Press,1996.
[217]Moll, L. C.& Gonzalez, N. Engaging Life:A Funds of Knowledge Approach to Multicultural Education[A]. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education (2nd Edition)[C]. San Francisco:Jossey-Bass,2004.
[218]Moll, L. C., Amanti. C., Neff, D.& Gonzalez, N. Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms[J]. Theory into Practice, 1992,31(1):132-141.
[219]Morine-Dershimer, G.& Kent, T. The Complex Nature and Sources of Teachers' Pedagogical Knowledge [A]. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge [C]. Dordrecht:Kluwer Academic Publishers,1999.
[220]National Association of State Directors of Teacher Education and Certification. The NASDTEC Manual 2004:Manual on the Preparation and Certification of Educational Personnel (5th Edition) [R]. Sacramento, CA:School Services of California, Inc.,2004.
[221]National Board for Professional Teaching Standards, What Teachers Should Know and Be Able to Do[R]. Arlington VA:NBPTS,1989.
[222]National Board for Professional Teaching Standards. About NBPTS:Five Core Propositions[S]. Arlington VA:National Board for Professional Teaching Standards, 2004.
[223]National Center for Education Statistics. Racial/Ethnic Enrollment in Public Schools (Indicators 5-2011) [EB/OL], http://nces.ed.gov/programs/coe/indicator_ler.asp#info. 2011-09-06.
[224]National Center for Education Statistics. The Nation's Report Card Reading 2002[R]. Washington D.C.:Institute of Education Science, United States Department of Education, 2002.
[225]National Center for Education Statistics. Results of the NAEP 2003 Trial Urban District Assessment[R]. Washington D.C.:Institute of Education Science, United States Department of Education,2003.
[226]National Center for Education Statistics. The Condition of Education 2003[R]. Washington D.C.:Institute of Education Science, United States Department of Education, 2003.
[227]National Commission on Excellence in Education, A Nation at Risk:The Imperative for Educational Reform[R]. Washington, D.C.:National Commission on Excellence in Education,1983.
[228]National Commission on Excellence in Teacher Education, A Call for Change in Teacher Education[R].Washingt.on, D.C.:National Commission on Excellence in Teacher Education,1985.
[229]National Commission on Teaching and America's Future, What Matters Most:Teaching for America's Future[R]. New York:National Commission on Teaching and America's Future,1996.
[230]National Commission on Teaching and America's Future, Doing What Matters Most: Investing in Quality Teaching[R]. New York:National Commission on Teaching and America's Future,1997.
[231]National Council for Accreditation of Teacher Education. Handbook for Initial Accreditation Visits (Draft Copy) [S]. Washington, D.C.:National Council for Accreditation of Teacher Education,2000.
[232]National Council for Accreditation of Teacher Education. Professional Standards for the Accreditation of Schools, Colleges and Departments of Education[S]. Washington D.C.: National Council for Accreditation of Teacher Education,2000.
[233]National Education Association. Financial Incentives for Teachers[M]. Research Bulletin, Vol.37,1959:48.
[234]National Education Goals Panel, Background on the National Education Goals Panel[R]. Washington, D.C.:National Education Goals Panel,1993.
[235]National Governors'Association, Time for Results:The Governors'1991 Report on Education[R]. Washington, D.C.:National Governors'Association,1986.
[236]NCATE Blue Ribbon Panel. Transforming Teacher Preparation Through Clinical Practice:A National Strategy to Prepare Effective Teachers[R]. Washington DC:NCATE, 2010.
[237]Newton, X. Teacher Effectiveness and Pathways into Teaching in California[EB/OL]. http://suse-step.stanford.edu/sites/default/files/teacher effectiveness and pathways into teaching_in_california.pdf.2011-09-12.
[238]Newton, X., Darling-Hammond, L., Haertel, E.& Thomas, E. Value-Added Modeling of Teacher Effectiveness:An Exploration of Stability Across Models and Contexts[J]. Education Policy Analysis Archives,2010,18(23):1-27.
[239]Nieto, S. The Light in Their Eyes:Creating Multicultural Learning Communities[M]. New York:Teachers College Press.1999.
[240]Ogren, C, The American State Normal School:"An Instrument of Great Good. " [M]. New York:Palgrave Macmillan.2005.
[241]Ortuno, M. M. Cross-Cultural Awareness in the Foreign Language Class:The Kluckhohn ModeT[J]. The Modern Language Journal,1991,75(4):449-459.
[242]Osterman, K. P.& Kottkamp, R. B. Reflective Practice for Educators:Improving Schooling Through Professional Development[M]. Thousand Oaks, CA:Corwin Press, 1993.
[243]PACT Consortium, What Is Pact [EB/OL], http://www.pacttpa.org/main/hub.php?pageName=Home,2010-12-9.
[244]Paese, P. C. The Major Challenges Facing Teacher Education in an Increasingly Global Society[J]. Teacher Education and Practice,2008,21(4):470-472.
[245]Palincsar, A. S.& Brown, D. A. Enhancing Instructional Time Through Attention to Metacognition[J]. Journal of Learning Disabilities,1987,20(2):66-75.
[246]Parkerson, D. H.& Parkerson, J. A. The American Teacher:Foundations of Education[M]. New York, NY:Routledge,2008.
[247]Perry, C. M.& Power, B. M. Finding the Truths in Teacher Preparation Field Experiences[J]. Teacher Educator Quarterly,2004,31(2):125-136.
[248]Philips, S. U. Participant Structures and Communicative Competence:Warm Springs Children in Community and Classroom[A]. In C. B. Cazden, V. John-Steiner & D. H. Hymes (Eds.), Functions of Language in the Classroom[C]. New York:Teachers College Press,1972.
[249]Popkewitz, T. S., Tabachnick, B. R.& Zeichner, K. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education,1979,30(5):52-60.
[250]Pothoff, D., Dinsmore, J., Eifler, K., Stirtz, G., Walsh, T.& Ziebarth, J. Preparing for Democracy and Diversity:The Impact of a Community-Based Field Experience on Preservice Teachers'Knowledge, Skills, and Attitudes[J]. Action in Teacher Education, 2000,22(1):79-92.
[251]Price, J. Action Research, Pedagogy and Change:The Transformative Potential of Action Research in Preservice Teacher Education[J]. Journal of Curriculum Studies,2001. 33(1):43-74.
[252]Professional Development Committee of American Association of Law Libraries, What Are Learning Outcomes[EB/OL], http://www.aallnet.org/prodev/outcomes.asp, 2010-11-27.
[253]Pugach, M. C. Research on Preparing General Education Teachers to Work with Students with Disabilities[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, New Jersey:Lawrence Erlbaum Associates, Inc.,2005.
[254]Pultorak, E. G. Following the Developmental Process of Reflection in Novice Teachers: Three Years of Investigation[J]. Journal of Teacher Education,1996,47(4):283-291.
[255]Purdy, R. R. The "Breakthrough " in Teacher Education at Vanderbilt[J]. The High School Journal,1960,43(5):202-207.
[256]Ravitch, D. A Brief History of Testing and Accountability[EB/OL], http://www.hoover.org/publications/hoover-digest/article/7286.2002-10-30.
[257]Reiman, A. J. The Evolution of Social Role-Taking and Guided Reflection Framework in Teacher Education:Recent Theory and Quantitative Synthesis of Research[J].Teaching and Teacher Education,1999,15(6):507-612.
[258]Richert, A. E. Narratives That Teach:Learning About Teaching From the Stories Teachers Tell[A]. In N. Lyons & V. LaBoskey (Eds.), Narratives Knowing in Teaching: Exemplars of Reflective Teaching, Research and Teacher Education[C]. New York: Teachers College Press,2002.
[259]Risko, V. J., Vukelich, C.& Roskos, K. Preparing Teachers for Reflective Practice: Intentions, Contradictions and Possibilities[J]. Language Arts,2002,80(2):134-144.
[260]Roeser, R. Bringing a "Whole Adolescent" Perspective to Secondary Teacher Education: A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education,2002,13(2): 155-178.
[261]Ross, S. M., Hughes, T. M.& Hill, R. E. Field Experiences as Meaningful Contexts for Learning About Learning[J]. Journal of Educational Research,1981,75(2):103-107.
[262]Rowan, B.& Atkins-Burnett, S. Measuring Teachers'Pedagogical Content Knowledge in Surveys:An Exploratoiy Study [EB/OL]. http://www.sii.soe.umich.edu/documents/pck%20final%20report%20revised %20BR 100901.pdf.2001-10-16.
[263]Rubin, D. B., Stuart, E. A., Zanutto, E. L. A Potential Outcomes View of Value-Added Assessment in Education[J]. Journal of Educational and Behavioral Statistics,2004,29(1): 103-116.
[264]Rust, F. Professional Conversations:New Teachers Explore Teaching Through Conversation, Story, and Narrative[J]. Teaching and Teacher Education,1999,15(4): 367-380.
[265]Sadker, M. P.& Sadker, D. M. Teachers, Schools, and Society[M]. New York: McGraw-Hill Companies, Inc.,2000.
[266]Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVASS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education,1998,12(3):247-256.
[267]Sass, T. The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy[EB/OL]. http://www.urban.org/uploadedpdf/1001266 stabilitvofvalue.pdf.2011-12-23.
[268]Schalock, H. D. Student Progress in Learning:Teacher Responsibility, Accountability, and Reality[J]. Journal of Personnel Evaluation in Education,1998,12 (3):237-246.
[269]Schalock, H. D., Schalock, M. D.& Myton, D. Effectiveness:Along with Quality: Should Be the Focus[J]. Phi Delta Kappa,1998,79 (6):468-470.
[270]Schalock, M. D. Accountability, Student Learning, and the Preparation and Licensure of Teachers:Oregon's Teacher Work Sample Methodology[J]. Journal of Personnel Evaluation in Education,1998,12 (3):269-285.
[271]Schmidt W. H., Houang, R., McKnight C. C. Value-Added Research:Right Idea but Wrong Solution?[A]. In R. Lissitz (Ed.) Value-added Models in Education:Theory and Applications[C]. Maple Grove, MN:JAM Press,2005.
[272]Schon, D. A. The Reflective Practitioner:How Professionals Think in Action[M]. New York:Basic Books,1983.
[273]Schon, D. A. Educating the Reflective Practitioner:Toward a New Design for Teaching and Learning in the Profession[M]. San Francisco:Jossey-Bass,1987.
[274]Schon, D. A. Coaching Reflective Teaching[A]. In P. P. Grimmett & G. L. Erickson(Eds.), Reflection in Teacher Education[C]. New York:Teachers College Press,1988.
[275]Schubert, W. H. Reconceptualizing and the Matter of Paradigms[J]. Teaching and Teacher Education,1989,40(1):27-32.
[276]Sedlak, M. & Schlossman, S. Who Will Teach? Historical Perspectives on the Changing Appeal of Teaching as a Profession[M]. Santa Monica, CA:Rand Corp.,1986.
[277]Selwyn, D. Highly Quantified Teachers:NCLB and Teacher Education[J]. Journal of Teacher Education,2007,58(2):124-137.
[278]Shank, R. C. A Vision of Education in the 21st Century[J]. Technology Horizons in Education (T.H.E.) Journal,2000:27(6):42-45.
[279]Shanker, A. Hazards of Competency-Based Education[A]. In. J. G. G. Merrow Ⅱ (Ed.), The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington, D.C.:National Institute of Education (DHEW),1975.
[280]Sharma, B. L. Reforms in Teacher Training[M]. Jaipur, India:ABD Publishers,2009.
[281]Shulman, L. S. Paradigms and Research Programs in the Study of Teaching:A Contemporary Perspective[A]. In M. C. Witrock (Eds.), Handbook of research on teaching[C]. New York. NY:Macmillan,1986.
[282]Shulman, L. S. Those Who Understand:Knowledge Growth in Teaching [J]. Educational Researcher,1986,15(2):4-14.
[283]Shulman, L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Educational Review,1987,57(1):1-22.
[284]Shulman, L. S. Toward a Pedagogy of Cases[A]. In J. Shulman (Ed.), Case Methods in Teacher Education[C]. New York:Teachers College Press,1992.
[285]Shulman, L. S. Portfolios in Historical Perspective[Z]. Cambridge, Mass.:Presentation at Portfolios in Teaching and Teacher Education Conference,1994.
[286]Shulman, L. S. Just in Case:Reflections on Learning From Experience[A]. In J. Colbert. K. Trimble & P. Desberg (Eds.), The Case for Education:Contemporary Approaches for Using Case Methods[C]. Boston:Allyn and Bacon,1996.
[287]Shultz, S. Assessing Growth in Teacher Knowledge[J]. Issues in Teacher Education, 2002,11(1):49-64.
[288]Singer-Gabella, M. & Tiedemann, P. Tasks and Trajectories in Learning to Teach[J]. Curriculum Studies,2008,40 (4):457-480.
[289]Singh, S. P. Teacher Education in the 21s Century:Promoting Health, Nutrition and Healthy Behaviors[A]. In R. P. Singh (Ed.), Teaching Teachers for a Knowledge Society[C]. Darya Ganj, New Delhi:Gyan Publishing House,2008.
[290]Sleeter, C. E. White Preservice Students and Multicultural Education Coursework[A]. In J. M. Larkin & C. E. Sleeter (Eds.), Developing Multicultural Teacher Education Curricula[C]. Albany, NY:State University of New York,1995.
[291]Sleeter, C. E.& Grant, C. A. Making Choices for Multicultural Education:Five Approaches to Race, Class, and Gender[M]. New York, NY:John Wiley & Sons, Inc., 2003.
[292]Smith, J. E.& Schindler, W. J. Certification Requirements of General Educators Concerning Exceptional Pupils[J]. Exceptional Children,1980,46(5):394-396.
[293]Snyder, J. Knowing Children-Understanding Teaching:The Developmental Teacher Education Program at the University of California, Berkeley[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education,2000.
[294]Solhaug, T. New Public Management in Educational Reform in Nonray[J]. Policy Futures in Education,2011,9(2):267-279.
[295]Southern Regional Education Board, Improving Teacher Education:An Agenda for Higher Education and the Schools[R]. Atlanta, GA:Southern Regional Education Board, 1985.
[296]Sparks, D. A Paradigm Shift in Staff Development[J]. Journal of Staff Development, 1994,15 (4):26-29.
[297]Sparks, D.& Hirsh, S. New Vision for Staff Development[M]. Alexandria, VA: Association for Supervision and Curriculum Development,1997.
[298]Sprinthall, N. A. Meeting the Development Needs of Pupils:Toward Effective Classroom Guidance[A]. In M. C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher[C]. New York:Pergamon Press,1989.
[299]Stachowski, L. L.& Mahan, J. M. Cross-Cultural Field Placements:Student Teachers Learning from Schools and Communities[J]. Theory into Practice,1998,37(2):155-162.
[300]Stein, M. K., Smith, M. S.& Silver, E. A. The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways[J]. Harvard Educational Review, 1999,69 (3):237-269.
[301]Study of Personnel Needs in Special Education. General Education Teachers'Role in Special Education (Fact Sheet) [EB/OL], http://ferdig.coe.ufl.edu/spense/,2011-09-18.
[302]Sunal, D. W. Effect of Field Experience During Elementary Methods Courses on Preservice Teacher Behavioral Journal of Research in Science Teaching.1980,17(1): 17-23.
[303]Tabachnick, R. B.& Zeichner, K. M. Preparing Teachers for Cultural Diversity[J]. Journal of Eudcation for Teaching,1993,19(4):113-124.
[304]Tamir, P. Subject Matter and Related Pedagogical Knowledge in Teacher Education [J]. Teaching and Teacher Education,1988,4 (2):99-110.
[305]Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy, A Nation Prepared:Teachers for the 21st Century[R]. Hyattsville, MD:Carnegie Forum on Education and the Economy,1986.
[306]Tatum, B. D. Lighting Candles in the Dark:One Black Woman's Response to White Antiracist Narratives[A]. In C. Clark & J. O'Donnell (Eds.), Becoming and Unbecoming White; Owning and Disowning a Racial Identity[C]. Westport, CT:Bergin and Garvey, 1999.
[307]Taylor, P. A. Teacher Educators'Role in Promoting the Tenets of Multicultural Education[Z]. Point Clear, AL:Paper Presented at the Annual Meeting of the Mid-South Educational Research Association,1999.
[308]The Carnegie Corporation of New York, About Teacher for a New a[EB/OL]. http://www.teachersforanewera,org/index.cfm?fuseaction=home.aboutTNE,2012-1-4.
[309]Tolofari, S. New Public Management and Education[J]. Policy Futures in Education. 2005,3(1):75-89.
[310]Tom, A. R. Redesigning Teacher Education[M]. Albany, NY:State University of New: York Press,1997.
[311]Tracz, S. M., Sienty, S.& Mata, S. The Self-Reflection of Teachers Compiling Portfolios for National Certification:Work in Progress[Z]. Chicago:Paper Presented at the Annual Meeting of the American Association of Colleges of Teacher Education,1995.
[312]Tuinamuana, K. Reconstructing Dominant Paradigms of Teacher Education Possibilities for Pedagogical Transformation in Fiji[J]. Asia-Pacific Journal of Teacher Education,2007,35(2):111-127.
[313]Turner-Bisset_R. The Knowledge Bases of the Expert Teacher [J]. British Educational Research Journal,1999,25 (1):39-55.
[314]Uibu, K.& Kikas. E. The Roles of a Primary School Teacher in the Information Society[J]. Scandinavian Journal of Educational Research,2008,52(5):459-480.
[315]Unger, H. G. Encyclopedia of American Education[Z]. New York:Facts On File Inc., 1996.
[316]United States Act of Congress, Goals 2000:Educate America Act[EB/OL], http://www2.ed.gov/legislation/GOALS2000/TheAct/index.html.2010-10-10.
[317]United States Act of Congress, No Child Left Behind Act of 2001[EB/OL], http://www2.ed.gov/policy/elsec/leg/esea02/index.html2002,2010-10-6.
[318]United States Bureau of the Census, Children Who Speak a Language Other Than English at Home:1979 to 1999 (from:Statistical Abstracts of the United States 2001-2005:Section 4 Education) [EB/OL], http://www.census.gov/prod/2004pubs/04statab/educ.pdf,2011-09-06.
[319]United States Bureau of the Census, Educational Attainment by Race and Hispanic Origin:1970 to 2009 (from:Statistical Abstracts of the United States 2011:Section 4 Education) [EB/OL], http://www.census.gov/prod/2011 pubs/11statab/educ.pdf, 2011-09-06.
[320]United States Department of Education, A Blueprint for Reform:The Reauthorization of the Elementary and Secondary Education Act[EB/OL]. http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf.2011-11-17.
[321]United States Department of Education, Office of Special Education Programs. To Assure the Free, Appropriate Public Education of All Children with Disabilities: Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) [R]. Washington, D.C.:U. S. Government Printing Office.2002.
[322]United States Department of Education, Race to the Top:Accelerating College and Career Readiness in States[EB/OL]. http://www.achieve.org/Racetothetop,2010-10-10.
[323]United States Government, State of the Union 2012:Obama Speech Transcript [EB/OL]. http://www.washingtonpost.com/politics/state-of-the-union-2012-obama-speech-excerpts/ 2012/01/24/gIQA9D3QOQ_story 3.html.2012-2-27.
[324]Urban, W. J. Historical Studies of Teacher Education[A]. In W. R. Houston, M. Haberman & J. Silkula (Eds.), Handbook of Research on Teacher Education[C]. New York:MacMillan,1990.
[325]Valli, L. Listening to Other Voices:A Description of teacher Reflection in the United States[J]. Peabody Journal of Education,1997,72(1):67-88.
[326]van Driel, J. H., Beijaard, N.& Verloop, N. Professional Development and Reform in Science Education:The Role of Teachers'Practical Knowledge[J].Journal of Research in Science Teaching,2001,38(2):137-158.
[327]van Driel, J. H., Verloop, N.& de Vos, W. Developing Science Teachers'Pedagogical Content Knowledge[J]. Journal of Research in Science Teaching,1998,35(6):673-695.
[328]Van Manen, M. Reflective and the Pedagogical Moment:The Normativity of Pedagogical Thinking and Acting[J]. Journal of Curriculum Studies,1991,23(6): 507-536.
[329]Van Manen, M. Linking Ways of Knowing with Ways of Being Practical[J]. Curriculum Inquiry,1977,6(3):205-228.
[330]Villegas, A. M.& Lucas, T. Educating Culturally Responsive Teachers:A Coherent Approach[M]. Albany:State University of New York Press,2002.
[331]Vlasceanu, L., Grunberg, L.& Parlea, D., Quality Assurance and Accreditation:A Glossary of Basic Terms and Definitions (Bucharest. UNESCO-CEPES) [Z]. Papers on Higher Education (ISBN 92-9069-178-6),2004.
[332]Vogler, D. E. An Introduction and Overview of Competency-Based Teacher Education (CBTE) [Z]. Ortonville, Michigan:Paper Presented at M. C. I. A. T. E. Annual Conference,1973.
[333]Walmsley, A. L. E. A History of Mathematics Education During the Twentieth Century[M]. Lanham, Md:University Press of America,2007.
[334]Wenglinsky. H. The Link Between Teacher Classroom Practices and Student Academic Performance[J]. Education Policy Analysis Archives,2002,10(12):1-30.
[335]West. R. C. Is a New Paradigm in Teacher Education Possible[J]. Educational Forum, 1986,50(4):455-464.
[336]Western Oregon University, Teacher Work Sample Methodology[EB/OL]. http://www.twsm.org/twsm-overview.htm,2011-12-6.
[337]Wideen, M., Mayer-Smith, J.& Moon, B. A Critical Analysis of the Research on Learning to Teach:Making the Case for an Ecological Perspective on Inquiry[J]. Review of Educational Research,1998,68(2):130-178.
[338]Wilson, S. M., Floden, R. E.& Ferrini-Mundy, J. Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations[R]. Seattle, WA:Center for the Study of Teaching and Policy,2001.
[339]York-Barr, J., Sommers, W. A., Ghere, G. S.& Montie, J. Reflective Practice to Improve Schools [M]. Thousand Oaks, CA:Corwin Press,2006.
[340]Zeichner, K. M. Alternative Paradigms of Teacher Education[J]. Journal of Teacher Education,1983,34(3):3-9.
[341]Zeicher, K. Ability-Based Teacher Education:Elementary Teacher Education at Alverno College[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education: Preparation in the undergraduate Years[C]. Washing DC:American Association of Colleges for Teacher Education.2000.
[342]Zeichner, K. M.& Hoeft, K. Teacher Socialization for Cultural Diversity[A]. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (2nd Edition) [C]. New York:Macmillan,1996.
[343]Zeichner, K. M.& Howey, K. R. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students[J]. Teachers College Record.2003,105(3):490-519.
[344]Zeichner, K. M.& Liston, D. P. Teaching Student Teachers to Reflect[J].Harvard Educational Review,1987,57(1):23-48.
[345]Zeichner, K. M.& Liston. D. P. Traditions of Reform in U.S. Teacher Education[J]. Journal of Teacher Education,1990,41(2):3-20.
[346]Zeichner, K. M.& Noffke, S. E. Practitioner Research[A]. In V. Richardson (Ed.), Handbook of Research on Teaching (4th Edition)[C]. Washington D.C.:American Educational Research Association,2001.
[347]Zembylas, M. Emotional Ecology:The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching[J]. Teaching and Teacher Education,2007, 23(4):355-367.
[348]Zimpher. N. L. Adapting Supervisory Practices to Different Orientations of Teaching Competence[J].Journal of Curriculum and Supervision,1987.2(2):101-127.
[349]Zimpher, N. L.& Ashburn, E. A. Studying the Professional Development of Teachers: How Conceptions of the World Inform the Research Agenda[J]. Journal of Teacher Education.1985,36(6):16-26.
2苏真.比较师范教育[M].北京：北京师范大学出版社,1991：23.
Urban. W. J. Historical Studies of Teacher Education[A], In W. R. Houston. M. Haberman & J. Silkula (Eds.). Handbook of Research on Teacher Education[C]. New York:MacMillan,1990:59-71.
1Labaree. D. F. An Uneasy Relationship:The History of Teacher Education in the University[A].In Cochran-'Smith. M.. Feiman-Nemser, S., McIntyre, D. J.& Demers, K. E. (Eds.). Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts[C]. New York:Routledge,2008:290-306.
2 Ogren, C, The American State Normal School:"An Instrument of Great Good. " [M]. New York:Palgrave Macmillan,2005:1-2.
3 Brown. H. A. The Normal-School Curriculum[J]. The Elementary School Journal.1919.20(4):276-284.
4滕大春.美国教育史『M].北京：人民教育出版社.1994：131.
5①Brown, H. A. Some Nest Steps for Establishing Standards for Teachers'Col leges[J]. The Elementary School Journal,1924,25(3):211-226. ②Brown. H. A. New Standards for Teachers Colleges[J]. The Elementary School Journal 1926.27(1):48-59.
1李其龙、陈永明.教师教育课程的国际比较『M].北京：教育科学出版社.2002：16-18.
2 Bradley, A. NEA. AFT Take up the Thorny issues of Teacher Quality[N]. Education Week.1998,18:6.
3 Schalock. H. D.& Myton, D. A New Paradigm for Teacher Licensure:Oregon s Demand for Evidence of Success in Fostering Learning[J]. Journal of Teacher Education,1988.39 (6):8-16.
1例如：① Schalock, H. D. Student Progress in Learning:Teacher Responsibility, Accountability, and Reality[J]. Journal of Personnel Evaluation in Education,1998,12 (3):237-246. ②McConney. A. A.. Schalock. M. D.& Schalock, H. D. Focusing Improvement and Quality Assurance:Teacher Work Samples as Authentic Performance Measures of Prospective Teachers' effectiveness[J]. Journal of Personnel Evaluation in Education.1998,11(4): 343-363. ③Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education,1998,12(3):247-256. ④Darling-Hammond, L.& Loewenberg-Ball, D. Teaching Higher Standards: What Policy Makers Need to Know[R]. Washington, DC:NCTAF,1999. ⑤Harris, L. B., Salzman, S.. Frantz, A.. Newsome, J.& Martin, M. Using Accountability Measures in the Preparation of Preservice Teachers to Make a Difference in the Learning of All Students[Z]. Chicago, IL:Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education,2000:3.
2 Denner, P. R.. Norman, A. D., Salzman, S. A. & Pankratz. R. S. Connecting Teaching Performance to Student Achievement:A Generalizability and Validity Study of the Renaissance Teacher Work Sample Assessment[Z]. Jacksonville, FL:Paper Presented at the Annual Meeting of the Association of Teacher Educators.2003:4-6.
3①Butler. J. An Introduction to.NCATE and NASPEWCATE Beginning Teacher Standards[J]. Journal of Physical Education, Recreation & Dance (JOPERD),2006,77 (2):15-19.31-32. ②Gideonse. H. D. The Redesign of NCATE,1980-1986[A]. In H. D. Gideonse (Ed.). Teacher Education Policy:Narratives, Stories, and Cases[C]. Albany, NY:SUNY Press,1992:2-5.
1 Wilson. S. M., Floden. R. E.& Ferrini-Mundy, J. Teacher Preparation Research:Current Knowledge, Gaps, and Recommendations[R]. Seattle, WA:Center for the Study of Teaching and Policy.2001:33-34.
2 Singer-Gabella. M.& Tiedemann. P. Tasks and Trajectories in Learning to Teach[J]. Curriculum Studies,2008. 40 (4):457-480.
3Cochran-Smith. M. Editorial:The Questions That Drive Reform[J]. Journal of Teacher Education.2000a, 51 (5): 331-333.
4 Schalock, H. D. Student Progress in Learning:Teacher Responsibility. Accountability, and Reality[J]. Journal of Personnel Evaluation in Education,1998.12(3):237-246.
5①McConney. A.. Schalock, M. D.& Schalock, H. D. Using Indicators of Student Learning in Teacher Evaluation[A]. In J. H. Stronge (Ed.), Evaluating Teaching:A Guide to Current Thinking and Best Practice[C]. Thousand Oakes. CA:Convin,1997:162-192. ②Keese, N.& Brown. T. Student Teacher Input and Teacher Work Sample as Part of a Teacher Education Unit Accountability System[Z]. Santa Fe, NM:Paper Presented at the Annual Meeting of the Association of Teacher Educators,2003:7.
6 Schalock. H. D.. Schalock. M. D.& Myton. D. Effectiveness:Along with Quality:Should Be the Focus[J]. Phi Delta Kappa.1998,79 (6):468-470.
7Hamel, F. L.& Merz, C. Reframing Accountability:A Preservice Program Wrestles with Mandated Reform[J]. Journal of Teacher Education.2005.56 (2):157-167.
8 Lorson, K. Making Teacher Work Samples "Work" for Accreditation[J]. Journal of Physical Education. Recreation & Dance.2010,81 (2):54-57.
1 Arne Duncan. Teacher Preparation:Reforming the Uncertain Profession. Remarks at Teachers College, Columbia University,2009.
2 NCATE Blue Ribbon Panel. Transforming Teacher Preparation Through Clinical Practice:A National Strategy to Prepare Effective Teachers[R]. Washington DC:NCATE,2010:iii.
3Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education,2006.57 (2):120-138.
4 Cochran-Smith. M. The Future of Teacher Education:Framing the Questions that Matter[J]. Teacher Education Journal,2000b.11 (1):13-24.
5 Denner. P. R., Salzman. S. A.& Harris. L. B. Teacher Work Sample Assessment:An Accountability Method That Moves Beyond Teacher Testing to the Impact of Teacher Performance on Student Learning[Z]. New York. NY: Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education.2002:3.
1 Wideen. M., Mayer-Smith. J.& Moon. B. A Critical Analysis of the Research on Learning to Teach:Making the Case for an Ecological Perspective on Inquiiy[J]. Review of Educational Research.1998,68(2):130-178.
1 Elliot, J. Action Research for Educational Change[M]. Buckingham:Open University Press.1991:45-47.
1 Feiman-Nemser. S. Teacher Preparation:Structural and Conceptual Alternatives[A]. In W. R. Houston (Ed.). Handbook of Research on Teacher Education[C]. New York:Macmillan,1990:212-233.
2《教师教育课程标准》专家组.关于我国教师教育课程现状的研究[J].全球教育展望,2008.37(9)：19-24.
3钟启泉、胡惠闵.我国教师教育课程标准的建构[J].全球教育展望.2005.34(1)：36-39.
1 ①Fry, P. Identifying Challenges Faced by Teacher Education in an Increasing Global Society[J]. Teacher Education and Practice.2008,21(4):476-478. ②Paese. P. C. The Major Challenges Facing Teacher Education in an Increasingly Global Society[J]. Teacher Education and Practice.2008,21(4):470-472. ③Armstrong. N. F. Teacher Education in a Global Society:Facilitating Global Literacy for Preservice Candidates Through International Field Experiences[J]. Teacher Education and Practice.2008,21(4):490-506. ④Flores. B. B. Reflective Essav:What Are the Major Challenges Faced by Teacher Education in an Increasing Global Society? [J]. Teacher Education and Practice,2008.21(4):452-454. ⑤Jenlink. P. M. Teacher Education in a Global Society[J]. Teacher Education and Practice,2008.21(4):424-426. ⑥Houston. W. R. & Pierson. M. E. Preparing Teachers for a Global Society That Is Unknown to Teacher Educators[J]. Teacher Education and Practice,2008, 21(4):479-481.
2 Houston. W. R.& Pierson. M. E. Preparing Teachers for a Global Society That Is Unknown to Teacher Educators[J]. Teacher Education and Practice.2008.21(4):479-481.
1 McMorrow, U. Changing Practices for a Global Society:Vaices of Students. Teachers, Principals and University Teacher Educators on Active Learning[J]. Irish Educational Studies,2006,25(3):321-335.
'Hunter. W. J. The Seven-Fold Path:Teaching Writing in the Knowledge Society[J]. College Quarterly,2010, 13(1):1-6.
3 Beck, S. The Teacher s Role and Approaches in a Knowledge Society[J]. Cambridge Journal of Education,2008, 38(4):465-481.
4 Mishra, R. Knowledge Society and Its Teachers[A]. In R. P. Singh (Ed.). Teaching Teachers fora Knowledge Society[C]. Darya Ganj, New Delhi:Gyan Publishing House,2008:223-230.
5 Sharma, B. L. Reforms in Teacher Training[M]. Jaipur, India:ABD Publishers,2009:60.
6 Shank. R. C. A Vision of Education in the 21st Century[J]. Technology Horizons in Education (T.H.E.) Journal, 2000:27(6):42-45.
7 Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy, A Nation Prepared: Teachers for the 21st Century[R]. Hyattsville, MD:Carnegie Forum on Education and the Economy.1986.
8 Uibu, K.& Kikas, E. The Roles of a Primary School Teacher in the Information Society[J]. Scandinavian Journal of Educational Research.2008.52(5):459-480.
9 Ertmer, P. A.& Lewandowski, J. Using Electronic Models to Increase Preservice Teachers'Ideas and Confidence for Technology Integration[A]. In D. A. Willis. J. Price & N. Davis (Eds.), Proceedings of SITE 2002: Society for Information Technology & Teacher Education International Conference[C]. Norfolk. VA:Association for the Advancement of Computing in Education,2002:1314-1318.
1 Taylor, P. A. Teacher Educators'Role in Promoting the Tenets of Multicultural Education[Z]. Point Clear. AL: Paper Presented at the Annual Meeting of the Mid-South Educational Research Association,1999.
2 Hodgkinson, H. L. Diversity Comes in All Sizes and Shapes[J]. School Business Affairs,1997,63(4):3-7.
3 Sleeter, C. E. White Preservice Students and Multicultural Education Coursework[A]. In J. M. Larkin & C. E. Sleeter (Eds.), Developing Multicultural Teacher Education Curricula[C]. Albany. NY:State University of New York,1995:17-30.
4 Cited from:Knight. W. B. Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Art Teacher Education[D]. The Ohio State University,2000:17-18.
5 Furman. J. S. Tensions in Multicultural Teacher Education Research:Demographics and the Need to Demonstrate Effectiveness[J]. Education and Urban Society,2008,41(1):55-79.
6 Banks, J. A. Multicultural Education:Historical Development, Dimensions, and Practice[A]. In J. A. Banks & C. A. Banks (Eds.). Handbook of Research on Multicultural Education (2nd Ed.) [C]. San Francisco:Jossey-Bass., 2004:3-29.
7 Grant. C. A.& Sleeter, C. E. Race. Class, Gender, and Disability in the Classroom[A]. In J. A. Banks & C. A. Banks (Eds.), Multicultural Education, Needham Heights. MA:Allyn & Bacon.2001:59-81.
8 Gorski, P. C. Unintentional Undermining of Multicultural Education:Educators at the Equity Crossroads[A]. In J. Landsman & C. W. Lewis (Eds.), White Teachers. Diverse Classroom[C]. Sterling, VA:Stylus Publishing, LLC., 2006:61-78.
9卢乃桂、操太圣.中国教师的专业发展与变迁[M].北京：教育科学出版社.2009：3.
1申继亮.新世纪教师角色重塑：教师发展之本『M].北京：北京师范大学出版社,2006：2.12-19.
2霍力岩.教育的转型与教师角色的转换[J].教育研究,2001(3)：70-71.
3叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2001：25-26.
4①全国课程专业委员会秘书处.21世纪中国课程研究和改革发展[A].出自：全国课程专业委员会秘书处编.21世纪中国课程研究与改革[C].北京：人民教育出版社,2001：21.②刘永康、李华平.高中新课程的理论与实践[M].北京：高等教育出版社,2008：1-4.③靳玉乐.新课程改革的理念与创新[M].北京：人民教育出版社,2003：3-8.④徐仲林、徐辉.基础教育课程改革理论与实践[M].成都：四川教育出版社.2005：10-18.
5黄甫全.新课程中的教师角色与教师培训[M].北京：人民教育出版社,2003：50-106.
6王少非.新课程背景下的教师专业发展[M].上海：华东师范大学出版社.2005：56-64.
7余文森、连榕等.教师专业发展『M].福州：福建教育出版社.2007：38-45.
8徐仲林、徐辉.基础教育课程改革理论与实践[Ml.成都：四川教育出版社,2005：202-205.
9饶从满、杨秀玉、邓涛.教师专业发展『M].长春：东北师范大学出版社.2005：23-27.
10杨九俊.基础教育课程改革新教师读本[M].南京：南京大学出版社.2008：246-250.
1 Doyle. W. Themes in Teacher Education Research[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990:3-24.
1 Zeichner. K. M. Alternative Paradigms of Teacher Education[J]. Journal of Teacher Education,1983,34(3):3-9.
21990年和2003年,蔡克纳分别把教师教育课程重新划分为学术取向、社会效能取向、发展主义取向、社会重建取向和专业化取向、去专业化取向(解制取向)、社会正义取向。参见：①Zeichner, K. M.& Liston, D. P. Traditions of Reform in U.S. Teacher Education[J]. Journal of Teacher Education.1990,41(2):3-20. ②Zeichner, K. M.& Howey. K. R. The Adequacies and Inadequacies of Three Current Strategies to Recruit. Prepare, and Retain the Best Teachers for All Students[J]. Teachers College Record,2003,105(3):490-519.
1 Zimpher, N. L. Adapting Supervisory Practices to Different Orientations of Teaching Competence[J]. Journal of Curriculum and Supervision,1987,2(2):101-127.
2齐非尔在另一研究中采取了不同的划分,把教师教育课程分为经验主义取向、解释学取向、批判取向,参见：Zimpher, N. L.& Ashburn. E. A. Studying the Professional Development of Teachers:How Conceptions of the World Inform the Research Agenda[J]. Journal of Teacher Education.1985.36(6):16-26.
'Feiman-Nemser, S. Teacher Preparation:Structural and Conceptual Alternatives[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.). Handbook of Research on Teacher Education[C]. New York:Macmillan.1990: 212-233.
4 Emans. R. Analysis of Four Different Approaches to Teacher Education[J]. College Student Journal,1981,15(3): 209-216.
5 Kirk, D. Bevond the Limits of Theoretical Discourse in Teacher Education:Towards a Critical Pedagogy[J]. Teaching and Teacher Education.1986,2(2):155-167.
6 Joyce, B. Conceptions of Man and Their Implications for Teacher Education[A]. In K. Ryan (Ed.), Teacher Education (74th Yearbook of the National Society for the Study of Education)[C]. Chicago:University of Chicago Press.1975:111-145.
7 Deng, Z.& Gopinathan, S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education,2003, 31(1):51-65.
8 Popkewitz. T. S.. Tabachnick, B. R.& Zeichner, K. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education.1979.30(5):52-60.
9 Hartnett. A.& Naish. M. Technicians or Social Bandits? Some Moral and Political Issues in the Education of Teachers[A]. In P. Woods (Ed.). Teacher Strategies:Explorations in the Sociology of the School[C]. London: Croom Helm.1980:254-273.
10 Kennedy. M. M. Inexact Sciences Professional Education and the Development of Expertise[J]. Review of Research in Education.1987.14(1):133-167.
11 Schubert. W. H. Reconceptualking and the Matter of Paradigms[J]. Teaching and Teacher Education.1989. 40(1):27-32.
1 Korthagen. F. A. J., Kessels. J.. Koster, B.. Lagerwerf. B.& Wubbels. T. Linking Practice and Theory:The Pedagogy of Realistic Teacher Education[M]. Mahwah, NJ:Lawrence Erlbaum Associates, Inc.,2001:1-19, 69-87.
2Elliott. J. Three Perspectives on Coherence and Continuity in Teacher Education[A]. In J. Elliott (Ed.), Reconstructing Teacher Education:Teacher Development[C]. Washington, DC:The Falmer Press.1993:15-19.
3 Tom. A. R. Redesigning Teacher Education[M]. Albany. NY:State University-of New York Press.1997:56-67.
4朱小蔓、笪佐领.走综合发展之路：培养自主成长型教师[J].课程·教材·教法.2002.22(1)：59-63.
5丁钢.全球化背景下的教师专业发展创新计划——新理念及其变革实践[M].北京：北京师范大学出版社,2009：6-12.
1 Deng. Z.& Gopinathan. S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education,2003, 31(1):51-65.
1 Feiman-Nemser. S. Teacher Preparation:Structural and Conceptual Alternatives[A]. In W. R. Houston. M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990: 212-233.
1 Tuinamuana. K. Reconstructing Dominant Paradigms of Teacher Education Possibilities for Pedagogical Transformation in Fiji[S]. Asia-Pacific Journal of Teacher Education.2007,35(2):111-127.
1钟启泉.为了未来教育家的成长——论我国教师教育课程创新的课题[J].教育发展研究.2011(18)：20-26.
2卜玉华.教师教育及其研究何去何从——从教育理论与实践的关系展开的思考[J].教育理论与实践.200424(6)：51-55.
1王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008：15.
2王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008：80.89-95.
1转引自：《教师教育课程标准》专家组.《教师教育课程标准(征求意见稿)》咨询专家意见分析[J].全球教育展望.2008.37(9)：12-18.
1 Vlasceanu, L., Grunberg. L.& Parlea. D.. Quality Assurance and Accreditation:A Glossary of Basic Terms and Definitions (Bucharest UNESCO-CEPES) [Z]. Papers on Higher Education (ISBN 92-9069-178-6).2004:41-42.
2 Professional Development Committee of American Association of Law Libraries. What Are Learning Outcomes[EB/OL].http://www.aallnet.org/prodev/outcomes.asp.2010-11-27.
3转引自：黄海涛.美国“学生学习成果评估”研究评析[J].清华大学教育研究.2011.32(2)：119-124.
4 Children's Learning Outcomes[EB/OL]. http://www.ehow.com/about_5437857_childrens-learning-outcomes.html.2012-1-9.
5 Landsheere. G. De. Concepts of Teacher Education[A]. In Michael J. Dunkin (Ed). The International Encyclopedia of Teaching and Teacher Education[C]. New York:Pergamon Press.1987:77.
1 Kapel. D. E.. Clifford. C. S.& Kapel, M. B. American Educators'Encyclopedia (Revised Edition)[Z]. Westport. CT:Greenwood Press.1991:563.
2 Unger. H. G Encyclopedia of American Education[Z]. New York:Facts On File Inc.,1996:965.
3 Landsheere, G De. Concepts of Teacher Education[A]. In Michael J. Dunkin (Ed). The International Encyclopedia of Teaching and Teacher Education[C]. New York:Pergamon Press.1987:79-80.
4 Ben-Peretz. M. Curriculum of Teacher Education Programs[A]. In L. W.Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education (Second Edition)[C]. New York:Pergamon Press.1995:543.
5教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：278.
1《教师教育课程标准》专家组.《教师教育课程标准》(送审稿2010版)[S].上海：华东师范大学课程与教学研究所,2010.
2有的学者称其为范式(paradigm)或模式(model)。
3①Ortuno, M. M. Cross-Cultural Awareness in the Foreign Language Class:The Kluckhohn Model[J]. The Modern Language Journal.1991.75(4):449-459. ②Kohls, L. R. Survival Kit for Overseas Living (2nd Ed.) [M]. Yarmouth, ME:Intercultural.1984:21.
4 Kluckhohn, F.& Strodtbeck, F. Variations in Value Orientations[M]. Evanston, IL:Row, Peterson.1961:viii.
5 Kluckhohn. F.& Strodtbeck. F. Variations in Value Orientations[M]. Evanston. IL:Row. Peterson.1961:4.
1 Popkewitz, T. S., Tabachnick. B. R.& Zeichner, K. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education,1979,30(5):52-60.
2 West, R. C. Is a New Paradigm in Teacher Education Possible[J]. Educational Forum.1986,50(4):455-464.
3 Zimpher, N. L.& Ashburn. E. A. Studying the Professional Development of Teachers:How Conceptions of the World Inform the Research Agenda[J]. Journal of Teacher Education.1985,36(6):16-26.
4 Popkewitz, T. S.. Tabachnick, B. R.& Zeichner. K.. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education,1979.30(5):52-60.
5 Deng.. Z.& Gopinathan. S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education.2003. 31(1):51-65.
6 Doyle. W. Themes in Teacher Education Research[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990:3-24.
1Cohen, L., Manion. L.& Morrison K. Research Methods in Education[M]. New York:Routledge,2007:151.
1叶澜.教育研究及其方法[M].北京：中国科学技术出版社.1990：175.
2袁振国.教育研究方法[M].北京：高等教育出版社.2000：149.
1①arling-Hammond, L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program[J]. Educational Perspectives,2004.36(1-2):8-19, ②Hammerness. K. & Darling-Hammond, L. Meeting Old Challenges and New Demands:The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education,2002.11(1):17-30. ③王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育,2007(11)：22-24.
2①Darling-Hammond. L.(Ed.) Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education.2000c. ②Darling-Hammond, L. (Ed.) Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC: American Association of Colleges for Teacher Education,2000a. ③Darling-Hammond, L. (Ed.) Studies of Excellence in Teacher Education:Preparation in a Five-Year Program[C]. Washing DC:American Association of Colleges for Teacher Education,2000b.
3Darling-Hammond. L.& Bransford. J. (Eds.). Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco. CA:Jossey-Bass.2005.
1 Darling-Hammond, L.. Fickel. L.. Koppich..J.. MacDonald, M., Merseth. K.. Miller. L.. Ruscoe. G. Silvernail. D.. Snyder. J.. Whitford. B. L.& Zeichner. K. Powerful Teacher Education:Lessons from Exemplary Programs[M]. San Francisco. CA:Jossey-Bass.2006.
1叶澜.教育研究及其方法[M].北京：中国科学技术出版社,1990：183-186.
1[美]艾伦.C.奥恩斯坦、费郎西斯.P.汉金斯著.柯森主译.课程：基础、原理和问题[M].南京：江苏教育出版社,2002：43.
1[美]艾伦.C.奥恩斯坦、费郎西斯.P汉金斯著.柯森主译.课程：基础、原理和问题[M]南京：江苏教育出版社,2002：43-45.
2王凤玉.社会变革与教育机构转型：美国师范教育机构转型研究及启示[M].北京：人民出版社,2008：91-92.
3赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981：156.
4赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981：4.
5赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981：6.
1赵祥麟、王承绪编译.杜威教育论著选fM].上海：华东师范大学出版社.198]：32.
2[美]丘奇著,李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社.1990：400-401.
3[美]美国教育局.论中学的生活适应教育[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社.1990：77.
4 Lagemann. E. An Elusive Science:The Troubling History of Education Research[M]. Chicago. IL:University of Chicago Press,2000:172.
1[美]丘奇著.李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社,1990：402.
2滕大纯.美国教育史[M]北京：人民教育出版社,1994：600-601.
3该委员会成立于1956年,旨在改革公立学校教育、加大学校学术性课程的比例。
4科南特著.陈友松主译.科南特教育论选著[M].北京：人民教育出版社,1988.248-266.
5 Koerner, J. D. The Miseducation of American Teachers[M]. Boston:Houghton Mifflin.1963:17.
6 Koerner. J. D. The Miseducation of American Teachers[M]. Boston:Houghton Mifflin,1963:270-274.
5[美]丘奇著.李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社.1990：419。420.
1[美]艾伦.C.奥恩斯坦、费郎西斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M].南京：江苏教育出版社,2002：46-47.
2 Walmsley. A. L. E. A History of Mathematics Education During the Twentieth Century[M]. Lanham, Md: University Press of America.2007:23-24.
1刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社.2005：354-362.
2 Davies. D. Response to John Merrow's Report on CBTE[A]. In. J. G. G Merrow Ⅱ (Ed.). The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975.:67-80.
1莫雷.教育心理学[M].广州：广东高等教育出版社,2005：70-71.
1莫雷.教育心理学[M].广州：广东高等教育出版社,2005：84.
2刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社.2005：362.
Sedlak, M.& Schlossman. S. Who Will Teach? Historical Perspectives on the Changing Appeal of Teaching as a Profession[M]. Santa Monica. CA:Rand Corp..1986:7.
3全美教育协会(NEA)于1959年发布的一份报告也曾明确指出教师的工资太低,比较而言,其它就业岗位(如工程、会计、销售等)为同样有着大学学位的人提供了更可观的经济收入。每一年都有大量的教师跳槽到其它工作领域。参见：National Education Association. Financial Incentives for Teachers[M]. Research Bulletin. Vol. 37.1959:48.
1 Shanker. A. Hazards of Competency-Based Education[A]. In. J. G. G. Merrow Ⅱ (Ed.). The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975:67-80.
2兰英.美国教师专业化运动述评[J].外国教育研究.1996.04：42-46.
3刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社,2005：335-337.
4兰英.美国教师专业化运动述评[J].外国教育研究、1996.04：42-46.
1教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：22-24.
2National Commission on Excellence in Education, A Nation at Risk:The Imperative for Educational Reform[R]. Washington, D.C.:US Department of Education.1983.
Southern Regional Education Board. Improving Teacher Education:An Agenda for Higher Education and the Schools[R]. Atlanta. GA:Southern Regional Education Board.1985.
4 National Commission on Excellence in Teacher Education. A Call for Change in Teacher Education[R].Washington, D.C.:"National Commission on Excellence in Teacher Education,1985.
1California Commission on the Teaching Profession. Who Will Teach our Children[R]. Sacramento, CA: Californian Department of Education,1985.
2 Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy. A Nation Prepared: Teachers for the 21st Century[R]. Hyattsville. MD:Camegie Forum on Education and the Economy.1986.
3 Holmes Group. Tomorrow's Teachers[R]. East Lansing. MI:Holmes Group,1986.
1其它七个方面是：①实施学校改组,为教学创造一个专业的氛围；②改组教师队伍,为达到了一定专业造诣的高水平教师授予“领导型教师”称号；③在接受教育专业学习之前须获得文理学士学位；④开发一套严格的研究生层次的课程,学完该课程可获得教学硕士学位(Master in Teaching degree);⑤培养少数民族学生从事教师职业；⑥为学校提供必要的资源支持；⑦增涨教师工资,为教师终身发展提供机会。
5剩下的目标是：①教师教育在知识基础上应该更加牢固。未来教师不仅须学好学科专业知识,也应掌握传授这些知识的教学技能；②承认教师在知识、技能、态度、教育背景、资格证书等方面的差异,设立区分新手教师与资深教师的职业梯度；③建立专业发展学校,促进大学与中小学间的合作交流；④让学校成为教师能更好地工作与学习的地方,为此应减少官僚科层,赋予教师自主权,让教师适当担任领导角色等。
1 Delandshere. G.& Arens. S. A. Representations of Teaching and Standard-Based Reform:Are We Closing the Debate About Teacher Education[J]. Teaching and Teacher Education,2001.17(5):547-566.
2 National Board for Professional Teaching Standards. What Teachers Should Know and Be Able to Do[R]. Arlington VA:NBPTS.1989.
1Interstate New Teacher Assessment and Support Consortium. Model Standards for Licensing New Teachers[R]. Washington D.C.:Interstate New Teacher Assessment and Support Consortium,1992.
2这是一个非营利性机构,其主要成员包括政府官员、企业人士、社区领袖、教育专家等,它于1994年在洛克非勒基金会(Rockefeller Foundation)和卡内基基金会的共同赞助下正式成立。
2National Commission on Teaching and America's Future. What Matters Most:Teaching for America's Future[R]. New York:National Commission on Teaching and America's Future.1996.
4 National Commission on Teaching and America's Future, Doing What Matters Most:Investing in Quality Teaching[R]. New York:National Commission on Teaching and America's Future,1997.
5自由主义几百年来一直是西方国家的主流思想,其基本观点是崇尚个人主义,极力维护资本主义制度,被大多数西方国家确立为制定国策和治国方略的理论基础。新自由主义是20世纪30年代资本主义由私人垄断走向国家垄断,首先在西方经济学中出现的一种公开为资本主义制度辩护的思潮。
1张才国.新自由主义意识形态[M].北京：中央编译出版社,2007：51-56.
2①张才国.新自由主义意识形态[M]北京：中央编译出版社,2007：51-56②Martinez. E. & Garcia. A. What Is Neoliberalism[EB/OL]. http://www.cornwatch.ora/article.nhp?id=376.2012-4-8.
3李鹏.新公共管理及应用『M].北京：社会科学文献出版社,2004：10(前言).
4赵成根.新公共管理改革：不断塑造新的平衡[M].北京：北京大学出版社,2007：2-6.
5贺武华.公共教育改革中的新自由主义思想取向与反思[J].教育研究,2009(9)：79-85.
1吴合文、毛亚庆.新自由主义、全球化与高等教育发展『J].高等教育研究,2008.29(12)：1-7.
2 ①Tolofari. S. New Public Management and Education[J]. Policy Futures in Education,2005.3(1):75-89. ② Court, M. Talking Back to New Public Management Versions of Accountability in Education:A Co-Principalship's Practices of Mutual Responsibility[J]. Educational Management Administration & Leadership,2004.32(2): 171-194. ③Fusarelli, L. D. & Johnson, B. Educational Governance and the New Public Management[J]. Public Administration and Management:An Interactive Journal,2004,9(2):118-127. ④Solhaug, T. New Public Management in Educational Reform in Norway[J]. Policy Futures in Education.2011.9(2):267-279.
3 Lessinger, L. M. Accountability-and Humanism:A Productive Educational Complementarity[A]. In C. D. Sabine (Ed.), Accountability:Systems Planning in Education[C]. Homewood. Illinois:ETC Publications.1973:8-9.
Ravitch, D. A Brief History of Testing and Accountability[EB/OL]. http:/www.hoover.org/publications/hoover-digest/article/7286.2002-10-30.
2 National Commission on Excellence in Education, A Nation at Risk:The Imperative for Educational Reform[R]. Washington. D.C.:National Commission on Excellence in Education,1983.
3 National Governors'Association. Time for Results:The Governors'1991 Report on Education[R]. Washington, D.C.:National Governors" Association.1986.
4 National Education Goals Panel. Background on the National Education Goals Panel[R]. Washington. D.C.: National Education Goals Panel.1993.
1李敏.美国教育政策问题研究——以20世纪80年代以来基础教育政策为例[D].华东师范大学博士学位论文.2006：57.
2 United States Act of Congress. Goals 2000:Educate America,Act[EB/OL]. http://www2.ed.gov/legislation/GOALS2000/TheAct/index.html.2010-10-10.
3 United States Act of Congress, No Child Left Behind Act of 2001[EB/OL]. http://www2.ed.gov/policy/elsec/leg/esea02/index.html2002,2010-10-6.
1[美]艾伦C.奥恩斯坦、费郎西斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M]南京：江苏教育出版社,2002：52.
1[美]艾伦.C.奥恩斯坦、费郎两斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M]南京：汀苏教育出版社,2002：47.
2王松、张云.当今时代与教师[M].北京：中国科学技术出版社,1990：105.
1 Cited from:Merrow Ⅱ, J. G. G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975:9.
2 Elam. S. M. Performance-Based Teacher Education:What Is the State of the Art[M]. Washington D.C.: American Association of Colleges for Teacher Education.1975. Cited from:Merrow Ⅱ. J. G. G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975:13.
1 Houston. W. R.& Jones. H. L. Three Views of Competency-Based Teacher Education:Ⅱ University of Houston. CBTE:Applying Systems Theory to Program Design. Fastback 49[M]. Bloomington. IN:Phi Delta Kappa Educational Foundation.1974:20-22.
2教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003：27.
1虽然反思性实践、反思型实践者概念由舍恩于20世纪80年代提出,但杜威在1933年所著的《我们怎样思维》(How We Think:A Restatement of the Relation of Reflective Thinking to the Educative Process)一书中曾对反思进行过论述,他区分了三种行为：冲动的行为(impulsive action)、程式化的行为(routine action)、反思的行为(reflective action).第一种行为建立在“尝试-错误-尝试”的基础上,第二种行为依赖传统的、惯常的操作方式并受外界权威的影响。杜威认为这两种行为的实施者都没有认真思考自己是如何操作的。而反思性行为强调实施者持续、认真地思考自己正在做什么、又是如何做的,它源自解决某一特殊问题的需要。
2 Schon. D. A. Educating the Reflective Practitioner:Toward a New Design for Teaching and Learning in the Profession[M]. San Francisco:Jossey-Bass,1987:xi.
3①Schon, D. A. The Reflective Practitioner:How Professionals Think in Aclion[M]. New York:Basic Books. 1983:40. ②Schon. D. A. Educating the Reflective Practitioner.Toward a New Design for Teaching and Learning in the Profession[M]. San Francisco:Jossey-Bass.1987:xi.
4 Killion. J.& Todnem, G. A Process of Personal Theory Building[J]. Educational Leadership.1991,48(6):14-17.
5范美楠把其称为回忆性反思(recollective reflection)。参见：Van Manen. M. Reflective and the Pedagogical Moment:The Normativity of Pedagogical Thinking and Acting[J]. Journal of Curriculum Studies.1991,23(6): 507-536.
1 ①Day, C. Reflection:A Necessary but Not Sufficient Condition for Professional Development[J]. British Educational Research Journal,1993,19(1):83-93. ②Jay, J. K.& Johnson, K. L. Capturing Complexity:A Tvpology of Reflective Practice for Teacher Education[J]. Teaching and Teacher Education,2002,18(1):73-85. ③ Van Manen. M. Linking Ways of Knowing with Ways of Being Practical[J]. Curriculum Inquiry,1977.6(3): 205-228.
2有的把其成为对话反思、个人反思或内省反思。
3 Larrivee, B.& Cooper, J. M. An Educator's Guide to Teacher Reflection[M]. Stamford, CT:Cengage Learning, 2005:12-13.
4 ①Hatton. N.& Smith. D. Reflection in Teacher Education:Towards Definition and Implementation[J]. Teaching and Teacher education.1995.11(1):22-49. ②Valli. L. Listening to Other Voices:A Description of teacher Reflection in the United States[J]. Peabody Journal of Education.1997,72(1):67-88. ③Van Manen. M. Linking Ways of Knowing with Ways of Being Practical[J]. Curriculum Inquiry,1977.6(3):205-228.
1 Larrivee, B. Transforming Teaching Practice:Becoming the Critically Reflective Teacher[J]. Reflective Practice, 2000.1(3):293-307.
2 ①Larrivee, B. Transforming Teaching Practice:Becoming the Critically Reflective Teacher[J]. Reflective Practice.2000,1(3):293-307. ②Osterman, K. P.& Kottkamp, R. B. Reflective Practice for Educators:Improving Schooling Through Professional Development[M]. Thousand Oaks, CA:Corwin Press,1993:1.③Vlli, L. Listening to Other Voices:A Description of teacher Reflection in the United States[J]. Peabody Journal of Education,1997.72(1):67-88. ④York-Barr. J., Sommers, W. A.. Ghere, G S.& Monti e, J. Reflective Practice to Improve Schools [M]. Thousand Oaks, CA:Corwin Press,2006:12. ⑤Perry. C. M.& Power, B. M. Finding the Truths in Teacher Preparation Field Experiences[J]. Teacher Educator Quarterly,2004,31 (2):125-136. ⑥ Pultorak. E. G Following the Developmental Process of Reflection in Novice Teachers:Three Years of Investigation[J]. Journal of Teacher Education.1996,47(4):283-291. ⑦Reiman, A. J. The Evolution of Social Role-Taking and Guided Reflection Framework in Teacher Education:Recent Theory and Quantitative Synthesis of Research[J]. Teaching and Teacher Education.1999.15(6):507-612. ⑧Risko. V. J.. Vukelich. C.& Roskos. K. Preparing Teachers for Reflective Practice:Intentions, Contradictions and Possibilities[J]. Language.Arts,2002, 80(2):134-144.
1 ①Roeser, R. Bringing a " Whole Adolescent" Perspective to Secondary Teacher Education:A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education.2002.13(2):155-178. ②Lightfoot, C., Cole. M.& Cole. S. The Development of Children (6th Edition) [M]. New York. NY:Worth Publishers,2009:6.
2 Sprinthall, N. A. Meeting the Development Needs of Pupils:Toward Effective Classroom Guidance[A]. In M. C. Reynolds (Ed.). Knowledge Base for the Beginning Teacher[C]. New York:Pergamon Press.1989:233-244.
1 Comer. J. P., Haynes, N. M.& Joyner. E. T. The School Development Program[A]. In J. P. Comer, N. M. Haynes, E. T. Joyner & M. Ben-Avie (Eds.).Rallying the Whole Village:The Comer Process for Reforming Education[C]. New York:Teachers College Press,1996:1-26.
2①Harter, S. Self and Identity Development[A] In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold:The Developing Adolescent[C]. Cambridge, MA:Harvard University Press,1990:352-387. ②Tatum, B. D. Lighting Candles in the Dark:One Black Woman's Response to White Antiracist Narratives[A]. In C. Clark & J. O'Donnell (Eds.). Becoming and Unbecoming White:Owning and Disowning a Racial Identity[C]. Westport. CT:Bergin and Garvey.1999:56-63.
3Sadker. M. P.& Sadker. D. M. Teachers. Schools, andSociety[M]. New York:McGraw-Hill Companies, Inc., 2000:82-87.
1 Hodgkinson. H. Educational Demographics:What Teachers Should Know[J]. Educational Leadership,2001. 58(4):6-11.
2 National Center for Education Statistics. Racial Ethnic Enrollment in Public Schools (Indicators 5-2011) [EB/OL]. http://nces.ed.gov/programs/coe/indicator_ler.asp=info.2011-09-06.
1 United States Bureau of the Census. Educational Attainment by Race and Hispanic Origin:1970 to 2009 (from: Statistical Abstracts of the United States 2011:Section 4 Education) [EB/OL]. http:/www.census.gov/prod/2011pubs/11statab/educ.pdf.2011-09-06.
2这一年的数据不详。
3 ①United States Bureau of the Census. Children Who Speak a Language Other Than English at Home:1979 to 1999 (from:Statistical Abstracts of the United States 2001-2005:Section 4 Education) [EB/OL]. http://www.census.gov/prod/2004pubs/04statab/educ.pdf.2011-09-06. ②United States Bureau of the Census. Educational Attainment by Race and Hispanic Origin:1970 to 2009 (from:Statistical Abstracts of the United Stales 2011:Section 4 Education) [EB/OL]. http://www.census.goy/prod/2011 pubs/11statab/educ.pdf.2011-09-06.
4汪海萍.美国特教印象及其思考[J].中国特殊教育.2004.1：79-81.
1 ①Au, K. H. Participation Structures in a Reading Lesson with Hawaiian Children:Analysis of a Culturally appropriate instructional event[J]. Anthropology and Education Quarterly; 1980.1(2):91-115. ②Philips, S. U. Participant Structures and Communicative Competence:Warm Springs Children in Community and Classroom[A]. In C. B. Cazden. V. John-Steiner & D. H. Hymes (Eds.). Functions of Language in the Classroom[C]. New York: Teachers College Press,1972:370-394. ③Lee. C. D. A Culturally Based Cognitive apprenticeship:Teaching African American High School Students Skills in Literary Interpretation[J]. Reading Research Quarterly.1995. 30(4):608-630. ④Gandara P. A Study of High School Puente:What We Have Learned About Preparing Latino Youths for Postsecondary Education[J]. Educational Policy Special Issue:The Puente Project——Issues and Perspectives on Preparing Latino Youth for Higher Education.2002.16(4):474-495. ⑤Garcia. E. Language, Culture, and Education[A]. In L. Darling-Hammond (Ed.). Review of Research in Education. Volume 19[C]. Washington. D.C.:American Educational Research Association.1993:51-98.
2 Palincsar. A. S.& Brown. D. A. Enhancing Instructional Time Through Attention to Metacognition[J]. Journal of Learning Disabilities.1987.20(2):66-75.
3Wenglinsky. H. The Link Between Teacher Classroom Practices and Student Academic Performance[J]. Education Policy Analysis Archives.2002,10(12):1-30.
1 Bullough-Jr.. R. V. Pedagogical Content Knowledge Circa 1907 and 1987:A Study in the History of an Idea[3]. Teaching and Teacher Education.2001,17 (6):655-666.
1 Purdy; R. R. The "Breakthrough " in Teacher Education at Vanderbilt[J]. The High School Journal.1960,43(5): 202-207.
2 Eurich. A. C. The "Breakthrough "in Teacher Education[J]. The High School Journal.1960.43(5):154-157.
3郭志明.美国教师教育课程变迁与教师专业化[J].学科教育.2004(5)：1-7.
4 Hodenfield, G. K. & Stinnet, T. M. The Education of Teachers:Conflict and Consensus[M]. Engle-wood Cliffs, New Jersey:Prentice-Hall. Inc.,1961:37.
1何菊玲.教师教育范式研究[M].北京：教育科学出版社.2009：85.
1何菊玲.教师教育范式研究[M].北京：教育科学出版社,2009：87.
2Darcy, C. M.. Ganeles, D.& Ether. J. A. A CBTE Curriculum Model and Directions for Its Assembly[M]. New York:New York State Education Department & State University of New York.1975:i.
3虽然技术取向教师教育课程在20世纪70年代后由于其潜在的局限性逐渐被淡化,但还是有极少数存活至今.阿文诺学院教师教育课程便是一例,其原型正是技术取向模式。参见:Hammerness.K.. Darling-Hammond.L. et al.(2005). The Design of Teacher Education Program. In L. Darling-Hammond & J. Bransford (Eds.). Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco. CA:Jossey-Bass.2005:423.
1 Zeicher. K. Ability-Based Teacher Education:Elementary Teacher Education at Alverno College[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation in the undergraduate Years[C]. Washing DC:American Association of Colleges for Teacher Education.2000c:1-66.
2①Vogler. D. E. An Introduction and Overview of Competency-Based Teacher Education (CBTE) [Z]. Ortonville. Michigan:Paper Presented at M. C.I. A. T. E. Annual Conference,1973. ②Elam. S. M. Performance-Based Teacher Education:What Is the State of the Art[M]. Washington D.C.:American Association of Colleges for Teacher Education.1975. Cited from:Merrow Ⅱ,J. G.G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW).1975: 2-35.
3Hansen. K. H. Proposals for Programs:Promise and Performance[J]. The School Administrator. August 1972: 9.
4 Kelly. E. A. Three Views of Competency-Based Teacher Education:3 University of Nebraska. CBTE:Can It Be Achieved[M]. Bloomington. IN:Phi Delta Kappa Educational Foundation,1974:8.
1引自：王春光.反思型教师教育研究[M].长春：东北师范大学出版社,2010：25.
2 Delandshere, G & Petrosky. A. Political Rationales and Ideological Stances of the Standards-Based Reform of Teacher Education in the US[J]. Teaching and Teacher Education.2004.20 (1):1-15.
1 Schon. D. A. Coaching Reflective Teaching[A]. In P. P. Grimmett & G. L. Erickson(Eds.), Reflection in Teacher Education[C]. New York:Teachers College Press.1988:22-23.
1 Bruner. J. S. Acts of Meaning[M]. Cambridge. MA:Harvard University Press,1990:99-138.
1 ①arter, K.& Doyle, W. Personal Narrative and Life History in Learning to Teach[A]. In J. P. Sikula, T. J. Buttery & E. Guyton(Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1996: 120-142. ②Cole. A. L.& Knowles, J. G Shattered Images:Understanding Expectations and Realities of Held Experiences[J]. Teaching and Teacher Education,1993,9(5/6):457-471. ③Holt-Reynolds. D. Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work[J]. American Educational Research Journal. 1992,29(2):325-349. ④Knowles. J. G & Holt-Reynolds, D. Shaping Pedagogies Through Personal Histories in Preservice Teacher Education[J]. Teachers College Record,1991:93(1):87-113. ⑤Baumgartner. F., Koerner. M. & Rust, F. Exploring Roles in Student Teaching Placements[J]. Teacher Education Quarterly,2002.29(2):35-58, ⑥Rust, F. Professional Conversations:New Teachers Explore Teaching Through Conversation, Story, and Narrative[J]. Teaching and Teacher Education,1999,15(4):367-380. ⑦Grumet, M. R. Generations: Reconceptualist Curriculum Theory and Teacher Education[J]. Journal of Teacher Education,1989.40(1):13-17. ⑧Gomez, M. L.& Tabachnick. B. R. Telling Teaching Stories[J], Teaching Education.1992.4(2):129-138.
2 Barclay, C. R.& Wellman. H. M. Accuracies and Inaccuracies in Autobiographical Memories[J]. Journal of Memory and Languages,1986.25(1):93-103.
3Richer, A. E. Narratives That Teach:Learning About Teaching From the Stories Teachers Tell[A]. In N. Lyons & V. LaBoskey (Eds.). Narratives Knowing in Teaching:Exemplars of Reflective Teaching. Research and Teacher Educational. New York:Teachers College Press,2002:48-62.
4 ①Bullough, R.& Stokes. D. K. Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development[J]. American Educational Research Journal.1994,31(1): 197-224. ②Clarke. C.& Medina, C. How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understanding of Literacy, Pedagogy and Multiculturalism[J]. Journal of Teacher Education.2000,51(1):63-76. ③Rust. F. Professional Conversations:New Teachers Explore Teaching Through Conversation, Story and Narrative[J]. Teaching and Teacher Education,1999,15(4):367-380.
5①Gore. J. M.& Zeichner. K. M. Action Research and Reflective Teaching in Preservice Teacher Education:A Case Study from the United States[J]. Teaching and Teacher Education.1991,7(2):119-136. ②Price. J. Action Research, Pedagogy; and Change:The Transformative Potential of Action Research in Preservice Teacher Education[J]. Journal of Curriculum Studies,2001.33(1):43-74. ③Mcfee. G. Reflections on the Nature of Action Research[J]. Cambridge Journal of Education.1993,23(2):173-183.
㈧ Zeichner, K. M.& Liston, D. P. Teaching Student Teachers to Reflect[J]. Harvard Educational Review,1987. 57(1):23-48.
2三者不能等同。不同的名称源自不同的理智传统,背后有着不同的有关教学与研究的假设。
3Zeichner. K. M.& Noffke. S. E. Practitioner Research[A]. In V. Richardson (Ed.). Handbook of Research on Teaching (4th Edition)[C]. Washington D.C.:American Educational Research Association,2001:298-332.
4 Darling-Hammond. L.& Loewenberg-Ball, D. Teaching for Higher Standards:What Policy Makers Need to Know[R]. Washington D.C.:National Commission on Teaching and America's Future,1999.
5 Schalock. H. D. Student Progress in Learning:Teacher Responsibility. Accountability, and Reality[J]. Journal of Personnel Evaluation in Education.1998,12 (3):237-246.
1 Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVASS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education. 1998.12(3):247-256.
2 McConney, A. A., Schalock, M. D.& Schalock, H. D. Focusing Improvement and Quality Assurance:Teacher Work Samples as Authentic Performance Measures of Prospective Teachers'Effectiveness[J]. Journal of Personnel Evaluation in Education,1998.11(4):343-363.
3Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVASS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education, 1998,12(3):247-256.
4 Louisiana Department of Education, Preparing a Teacher Work Sample:Handbook and Forms for the New Teacher[R]. Baton Rouge:Louisiana Department of Education.1997.
5 Schalock, M. D. Accountability, Student Learning, and the Preparation and Licensure of Teachers:Oregon's Teacher Work Sample Methodology[J]. Journal of Personnel Evaluation in Education,1998,12(3):269-285.
6 ①Loucks-Horsley. S. Professional Development and the Learner Centered School[J]. Theory Into Practice,1995, 34 (4):265-271. ②Sparks, D.& Hirsh. S. New Vision for StaffDevelopment[M]. Alexandria, VA:Association for Supervision and Curriculum Development,1997. ③Sparks, D. A Paradigm Shift in Staff Development[J]. Journal of Staff Development,1994,15 (4):26-29. ④Stein. M. K., Smith, M. S.& Silver, E. A. The Development of Professional Developers:Learning to Assist Teachers in New Settings in New Ways[J]. Harvard Educational Review,1999.69 (3):237-269.
7 Schalock, H. D., Schalock. M. D.& Myton. D. Effectiveness:Along with Quality:Schould Be the Focus[J]. Phi Delta Kappa,1998,79 (6):468-470.
8 National Council for Accreditation of Teacher Education, Handbook for Initial Accreditation Visits (Draft Copy) [S]. Washington. D.C.:National Council for Accreditation of Teacher Education,2000.
1 French, R. Linking Teacher Quality to Student Achievement Through Assessment[A], In A. R. Poliakoff (Ed.). Teacher Preparation:Assessing Teacher Quality. Administrative Support. Standards-Based Teacher Preparation[C]. Washing. DC:Council for Basic Education,2002:12-16.
1刘尧.西方高等教育质量观及评估综述[J].开放教育研究.2006.12(1)：20-23.
1 Etkina. E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J].Physical Review Special Topics-Physics Education Research.2010,6(2):020110-1-020110-26.
2Clift. R.& Brady. P. Research on methods course and field experiences[A], In M. Cochran-Smith & K. Zeichner (Eds.). Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C|. Mahwah. NJ:Erlbaum,2005:309-424.
3 Rowan, B.& Atkins-Burnett. S. Measuring Teachers'Pedagogical Content Knowledge in Suncrys:An E xploratory Study [EB/OL]. http://www.sii.soe.umich.edu/documents/pck%20final%20report%20revised%20BR 100901.pdf.2001-10-16.
1 Shulman, L. S. Those Who Understand:Knowledge Growth in Teaching[J]. Educational Researcher,1986,15(2): 4-14.
1 Shulman, L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Educational Review,1987, 57(1):1-22.
1谢赛、胡惠闵.PCK及其对教师教育课程的影响[J].教育科学,2010.26(5)：55-58.
2Tamir. P. Subject Matter and Related Pedagogical Knowledge in Teacher Education[J]. Teaching and Teacher Education.1988.4 (2):99-110.
3Grossman. P. L. A Study in Contrast:Sources of Pedagogical Content Knowledge for Secondary Englis h[J]. Journal of Teacher Education.1989.40 (5):24-31.
4 Marks, R. Pedagogical Content Knowledge:From a Mathematical Case to a Modified Conception[J]. Journal of Teacher Education,1990.41(3):3-11.
5 Cochran. K.. DeRuiter. J.& King. R. Pedagogical Content Knowing:An Integrative Model for Teacher Preparation[J]. Journal of Teacher Education.1993.44 (4); 263-272.
6 Fernandez-Balboa. J.-M.& Stiehl, J. The Generic Nature of Pedagogical Content Knowledge Among Co llege Professors[J]. Teaching and Teacher Education,1995.11(3):293-306.
7 Turner-Bisset, R. The Knowledge Bases of the Expert Teacher[J]. British Educational Research Journal,1999,25 (1):39-55.
8 Morine-Dershimer. G.& Kent, T. The Complex Nature and Sources of Teachers'Pedagogical Knowledge[A]. In J. Gess-Newsome & N. G Lederman (Eds.), Examining pedagogical content knowledse[C]. Dordrecht:Kluwer Academic Publishers.1999:21-50.
9 Mishra, P.&Koehler, M. J. Technological Pedagogical Content Knowledge:A New Framework for Teach er Knowledge[J]. Teachers College Record.2006.108(6):1017-1054.
10 Zembylas. M. Emotional Ecology:The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching[J]. Teaching and Teacher Education.2007.23(4):355-367.
11Ball. D. L.. Thames. M. H.&Phelps. G. Content Knowledge for Teaching:What Makes It Special? [J]. Journal of Teacher Education.2008.59(5):389-407.
12 Angeli,C.&Valanides. N. Epistemological and Methodological Issues for the Conceptualization, Develop ment, and Assessment of ICT-TPCK:Advances in Technological Pedagogical Content Knowledge (TPCK) [J]. Computers & Education.2009,52(1):154-168.
1①Butler, J. An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards[j]. Journal of Physical Education. Recreation & Dance (JOPERD).2006.77 (2):15-19.31-32. ②Gideonse, H. D. The Redesign of NCATE.1980-1986[A]. In H. D. Gideonse (Ed.). Teacher Education Policy:Narratives. Stories, and Cases[Cl. Albany:NY:SUNY Press,1992:2-5.
2Green. D. What Is Quality in Higher Education[A]. In D. Green (Ed.). What Is Quality in Higher Education[C]. Buckingham:Society for Research into Higher Education and Open University.1994:12-17.
1科克伦-史密斯是当今美国教师教育界权威人物之一,她是美国教育研究院(National Academy of Education)会员、美国国家研究委员会教师教育分会(National Research Council's Committee on Teacher Education)会员、美国教育研究协会(American Educational Research Association)前任会长、教师教育界国际顶尖杂志《教师教育杂志》(Journal of Teacher Education)前主编、第三版《教师教育研究手册》(Third Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts)主编之一。
2也有的研究把其称为“结果”(outcomes)。为了不与下文中“儿童学习结果”中的“结果”产生混淆.本研究采用“证据”一说,特此说明。
3①Cochran-Smith. M. The New Teacher Education:For Better or for Worse[J]. Educational Researcher.2005b. 34(7):3-17. ②Ludlow. L.. Pedulla. J.. Enterline, S.. Cochran-Smith. M.. Loftus. F.. Salomon-Fernandez. Y.& Mitescu, E. From Students to Teachers:Using Surveys to Build a Culture of Evidence and Inquiiy[J]. European Journal of Teacher Educaton.2008.31(4):319-337.
1 Cochran-Smith, M. Editorial:The Questions That Drive Reform[J]. Journal of Teacher Education,2000a.51 (5): 331-333.
2①Cochran-Smith. M. Defining the Outcomes of Teacher Education:What s Social Justice Got to Do with It? [J]. Asia-Pacific Journal of Teacher Education,2004.32(3):193-212. ②Cochran-Smith. M. Constructing Outcomes in Teacher Education:Policy. Practice and Pitfalls[J]. Education Policy Analysis Archives.2001a,9(11):1-56. ③ Cochran-Smith, M. The Outcomes Question in Teacher Education[J]. Teaching and Teacher Education,2001c,17(5)：527-546.④鞠玉翠.美国教师教育中的证据：现状、问题与改进[J].全球教育展望,2011.40(10)：54-60.
3①Cochran-Smith, M.. Barnatt, J., Friedman, A.& Pine, G. Inquiry on Inquiry:Practitioner Research and Student Learning[J]. Action in Teacher Education.2009,31(2):17-32. ②Cochran-Smith, M. The Multiple Meanings of Multicultural Teacher Education:A Conceptual Framework[J]. Teacher Education Quarterly,2003b, 30(2):7-26.
4卜玉华.美国教师教育研究问题域的转换及其启示[J].上海教育科研,2004(4)：34-36.
5王佳佳、鞠玉翠.美国教师教育市场化模式评析[J].外国教育研究,2009(7)：22-27.
6①杨启光.美国教师教育改革的概念取向与问题框架[J].全球教育展望,2006(8)：64-67.②卜玉华.美国教师教育研究问题域的转换及其启示[J].上海教育科研,2004(4)：34-36.③陈蕊、刘晖.近十年来美国教师教育研究热点述评——以美国《教师教育杂志》为例[J].教师教育研究.2009(3)：71-74.
7 ①Cochran-Smith, M., Reagan, M. E.& Shakman, K., Just Measures:Social Justice as a Teacher Education Outcome[J]. Teacher Education and Practice,2009.22(3):237-263. ②Cochran-Smith. M. Higher Standards for Prospective Teachers:What's Missing from the Discourse?[J]. Journal of Teacher Education.2001b.52(3): 179-181.
8 Levine, A. Educating School Teachers[R]. Washington. DC:Education School Project 2006:105.
1 Louisiana Board of Regents. Board of Elementary and Secondary Education & The Professional Development Leadership Advisory Council Guidelines for the Redesign of Post-Baccalaureate Education Programs[EB/OL], http://wvw.laregenlsarchive.com/Academic/TE/redesign_guidelines nostbacc.ndf.2010-10-10.
2 Western Oregon University. Teacher Work Sample Methodology[EB/OL]. http:/www.vwsm.org/twsm-overview.htm.2011-12-6.
3Schalock. M. D. Accountability, Student Learning, and the Preparation and Licensure of Teachers:Oregon s Teacher Work Sample Methodology[J]. Journal of Personnel Evaluation in Education.1998.12 (3):269-285.
4 Cochran-Smith. M. The New Teacher Education:For Better or for Worse? [J]. Educational Researcher,2005b. 34(7):3-17.
5 The Carnegie Corporation of New York, About Teacher for a New Era[EB/OL]. http://www.teachersforanewera.org/index.cfm?fuseaction=home.aboutTNE.2012-1-4.
6 Cochran-Smith. M. Assessing Assessments in Teacher Education[J]. Journal of Teacher Education.2003a,54(3): 187-191.
1 Fetterman. D.. Connors, W., Dunlap. K., Brower, G. Matos, T.& Paik. S. Stanford Teacher Education Programme 1997-1998 Evaluation Report[R]. Stanford, CA:Stanford University Press,1999:9-36.
2王文岚、黄甫全.美国大学本位教师教育改革的争议与新动向fJ].江苏高教.2008(2)：133-136.
3胡德维.美国教师培养研究的新进展[J].基础教育参考,2006(5)：22-25.
4 ①Darling-Hammond, L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program [J]. Educational Perspectives,2004,36(1-2):8-19. ②Hammerness. K.& Darling-Hammond. L. Meeting Old Challenges and New Demands:The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education,2002.11(1):17-30. ③Darling-Hammond. L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Oulcomes[J].Journal of Teacher Education.2006,57(2):120-138④王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育.2007(11)：22-24.
1谢赛.美国教师教育问责制的两次转型[J].清华大学教育研究.2011.32(2)：89-93.
2 Kirby. S. N.. McCombs..1. S.. Barney, H.& Naftel. S. Reforming Teacher Education:Something Old. Something New[M]. Santa Monica, CA:RAND Corporation.2006:11-12.
3 United States Act of Congress, No Child Left Behind Act of 2001 [EB/OL], http://www2.ed.gov/policy/elsec'leg/esea02/index.html2002.2010-10-6.
4 Commission on No Child Left Behind. Bevond NCLB:Fulfilling the Promise to Our Nation s Children[R]. Washington. DC:Commission on No Child Left Behind,2007:2.
1 United States Department of Education, Race to the Top:Accelerating College and Career Readiness in States [EB/OL]http://www.achieve.org/Racetothetop.2010-10-10.
2Crowe. E. Measuring What Matters:A Stronger Accountability Model for Teacher Education[R]. Washington. DC:Center for American Progress.2010:1.
3详情参见附录四。
1 Parkerson. D. H.& Parkerson. J. A. The American Teacher:Foundations of Education[M]. New York, NY: Routledge.2008:41.
2National Center for Education Statistics. The Condition of Education 2003[R]. Washington D.C.:Institute of Education Science, United States Department of Education.2003.
1转引自：Hollins, E. R.& Guzman, M. T. Research on Preparing Teachers for Diverse Populations[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, New Jersey:Lawrence Erlbaum Associates, Inc..2005:477-478.
2 Study of Personnel Needs in Special Education. General Education Teachers'Role in Special Education (Fact Sheet) FEB/OL1. http://ferdig.coe.ufl.edu/spense/.2011-09-18.
'United States Department of Education. Office of Special Education Programs. To Assure the Free, Appropriate Public Education of All Children with Disabilities:Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) [R]. Washington. D.C.:U. S. Government Printing Office,2002.
4 Smith. J. E.& Schindier, W. J. Certification Requirements of General Educators Concerning Exceptional Pupils[J]. Exceptional Children,1980,46(5):394-396.
5 ①Interstate New Teacher Assessment and Support Consortium. Model Standards for Beginning Teacher Licensing and Development:A Resource for State Dialogue[S]. Washington, D.C.:Council of Chief State School Offices,1992. ②Interstate New'Teacher Assessment and Support Consortium. Model Standards for Licensing General and Special Education Teachers of Students with Disabilities:A Resource for State Dialogue[S]. Washington. D.C.:Council of Chief State School Offices.2001. ③National Council for Accreditation of Teacher Education. Professional Standards for the Accreditation of Schools, Colleges and Departments ofEducation[S]. Washington D.C.:National Council for Accreditation of Teacher Education,2000. ④National Board for Professional Teaching Standards. About NBPTS:Five Core Propositions[S]. Arlington VA:National Board for Professional Teaching Standards.2004.
6 National Association of State Directors of Teacher Education and Certification. The NASDTEC Manual 2004: Manual on the Preparation and Certification of Educational Personnel (5th Edition) [R], Sacramento. CA:School Services of California. Inc..2004.
1 ①Ladson-Billings, G Crossing Over to Canaan: The Journey of Sew Teachers in Diverse Classrooms[M]. San Francisco: Jossey-Bass. 2001: 82-83. ②Sleeter, C. E. & Grant, C. A. Making Choices for Multicultural Education: Five Approaches to Race. Class, and Gender[M]. New York. NY: John Wiley & Sons. Inc.. 2003: 102-103.
2Villegas, A. M. & Lucas. T. Educating Culturally Responsive Teachers: A Coherent Approach[M]. Albany: Stale University of New York Press. 2002:143.
1 ①van DrieL.1. H.. Verloop. N.& de Vos, W. Developing Science Teachers'Pedagogical Content Knowledge[J] Journal of Research in Science Teaching,1998.35(6):673-695. ②van Driel. J. H., Beijaard, N.& Verloop, N. Professional Development and Reform in Science Education:The Role of Teachers'Practical Knowledge[J]. Journal of Research in Science Teaching,2001.38(2):137-158.
2Ma, L. P. Knowing and Teaching Elementary Mathematics:Teachers'Understanding of Fundamental Mathematics in China and the United States[M]. New York. NY:Routledge,2010:xvii.
3①Baumgartner. F.. Koerner. M.& Rust. F. Exploring Roles in Student Teaching Placements[J]. Teacher Education Quarterly.2002.29(2):35-58. ②Denton, J. J. Early Field Experiences Influence on Performance in Subsequent Coursework[J]. Journal of Teacher Education.1982,33(2):19-23. ③Denton, J. J., Morris, J. E.& Tooke, D. J. The Influence of Academic Characteristics of Student Teachers on the Cognitive Attainment of Learners[J]. Educational and Psychological Research.1982.2(1):15-29. ④Henry. M. The Effect of Increased Exploratory Field Experiences Upon the Perceptions and Performance of Student Teachers[J]. Action in Teacher Education,1983,5(1-2):66-70. ⑤Ross, S. M., Hughes, T. M.& Hill R. E. Field Experiences as Meaningful Contexts for Learning About Learning[J]. Journal of Educational Research,1981,75(2):103-107. ⑥Sunal, D. W. Effect of Field Experience During Elementary Methods Courses on Preservice Teacher Behavior[J]. Journal of Research in Science Teaching,1980,17(1):17-23.
1 ①Flavell, J. H. Cognitive Development:Past. Present and Future[A]. In R. D. Parke, P. A. Ornstein, J. J. Rieser & C. Zahn-Waxler (Eds.). A Century of Developmental Psychology[C]. Washington, D.C.:American Psychology Association,1994:569-587. ②Bjorklund, D. F. Children's Thinking:Developmental Function and Individual Differences (3rd Edition) [M]. Stamford, CT:Wadsworth,2000:77.
1 Stachowski. L. L.& Mahan. J. M. Cross-Cultural Field Placements:Student Teachers Learning from Schools and Communities[J]. Theory into Practice,1998,37(2):155-162.
2 ①Gonzalez, N.. Moll. L. C., Floyd-Tenery. M., Ribera. A., Rendon. P., Gonzalez. C.& Amanti, C. Funds of Knowledge for Teaching in Latino Households[J]. Urban Education,1995,29(4):443-470. ②Moll. L. C. Amanti, C., Neff. D.& Gonzalez. N. Funds of Knowledge for Teaching:Using a Qualitative Approach to Connect Homes and Classrooms[J]. Theory into Practice,1992.31(1):132-141.
3 Bondy. E.& Davis. S. The Caring of Strangers:Insights from a Field Experience in a Culturally Unfamiliar Community[J]. Action in Teacher Education.2000,22(2):54-66.
4 Boyle-Baise. M. Community Service Learning for Multicultural Education:An Exploratory Study with Preservice Teachers[J]. Equity and Excellence in Education,1998,31(2):52-60.
5 Pothoff, D.. Dinsmore. J.. Eifler. K.. Stirtz. G.. Walsh, T.& Ziebarth, J. Preparing for Democracy and Diversity: The Impact of a Community-Based Field Experience on Presenice Teachers'Knowledge, Skills, and Attitudes[J]. Action in Teacher Education.2000.22(1):79-92.
1Moll. L. C.& Gonzalez. N. Engaging Life:A Funds of Knowledge Approach to Multicultural Education[A]. In J. A. Banks & C. A. M. Banks (Eds.)-Handbook of Research on Multicultural Education (2nd Edition)[C]. San Francisco:.lossev-Bass.2004:699-715.
2 Darling-Hammond. L._ Chung. R.& Frelow, F. Variation in Teacher Preparation:How Well Do Different Pathways Prepare Teachers to Teach? [J]. Journal of Teacher Education,2002.53(4):286-302.
1 Darling-Hammond. L.& McDonald. M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education.2000a:40-41.
1 ①Darling-Hammond. L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program[J]. Educational Perspectives.2004.36(1-2):8-19. ②Hammerness. K.& Darling-Hammond. L. Meeting Old Challenges and New Demands:The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education.2002.11(1):17-30③王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育.2007(11)：22-24.
" Gallego. M. A. Is Experience the Best Teacher? The Potential of Coupling Classroom and Community-Based Field Experiences[J].Journal of Teacher Education.2001.52(4):312-325.
3①Cochran-Smith. M. Color Blindness and Basket Making Are Not the Answers:Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education[J]. American Educational Research Journal.1995. 32(3):493-522. ②Haberman. M.& Post. L. Does Direct Experience Change Education Students'Perception of Minority Children? [J]. Midwest Educational Researcher.1992,5(2):29-31.
1 Gebhard. M.. Austin. T.. Nieto, S.& Willett, J. "You Can't Step on Someone Else's Words ":Preparing All Teachers to Teach Language Minority Studerits[A]. In Z. Beykont (Ed.). The Power of Culture:Teaching Across Language Difference[C]. Cambridge, MA:Harvard Educational Publishing Group.2002:219-243.
1 Mitchell, B. M.& Salsbury, R. E. Multicultural Education:An International Guide to Research, Policies, and Programs[M], Westport. CT:Greenwood Press.1996:343.
2①Darling-Hammond. L. Soaring Systems:High Flyers All Have Equitable Funding. Shared Curriculum, and Quality Teaching[J]. American Educator,2010-2011,34(4):20-23.53. ②Aizenman, N. C. U. S. to Grow Grayer, More Diverse:Minorities Will Be Majority by 2042. Census Bureau Says[N].Washington Post, August.14,2008.
3 National Center for Education Statistics. The Nation's Report Card Reading 2002[R]. Washington D.C.:Institute of Education Science, Uniled States Department of Education.2002.
4转引自：Hollins, E. R.& Guzman. M. T. Research on Preparing Teachers for Diverse Populations[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.). Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, Mew Jersey:Lawrence Erlbaum Associates. Inc..2005:477-478.
1 National Center for Education Statistics. Results of the NAEP 2003 Trial Urban District Assessment[R]. Washington D.C.:Institute of Education Science, United States Department of Education.2003.
2Ingersoll. R. Is There Really a Teacher Shortage? A Report Co-Sponsored by the Center for the Study of Teaching and Policy and the Center for Policy Research in Educalion[R]. Seattle, WA:Center for the Study of Teaching and Policy. University of Washington.2003:13.
3①Darling-Hammond. L. Teacher Quality and Student Achievement:A Review of State Policy Evidence[J]. Education Policy Analysis Archives.2000d,8(1):1-44. ②Darling-Hammond. L.& Sclan, E. Who Teaches and Why[A]. In J. Sikula (Ed.). Handbook of Research on Teacher Education[C]. New York:Simon & Schuster Macmillan.1996:67-101.
4 ①Anyon. J. Schools as Agencies of Social Legitimation[J]. Journal of Curriculum Theorizing.1981.3(2): 86-103. ②Cooper. E.& Sherk. J. Addressing Urban School Reform:Issues and Alliances[J]. Journal of Negro Education.1989,58(3):315-331. ③arling-Hammond. L. Inequality and Access to Knowledge[A]. In J. A. Banks 6 C. A. M. Banks (Eds.). Handbook of Research on Multicultural Education[C]. San Francisco:Jossey-Bass.2001: 465-483.
5Carter. R.& Goodwin. L. Racial Identy and Education[A]. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol.20)[C]. Washington. D.C.:American Educational Research Association,1994:291-336.
6 ①Tabachnick, R. B.& Zeichner. K. M. Preparing Teachers for Cultural Diversity[J]. Journal of Eudcation for Teaching.1993.19(4):113-124. ②Ladson-Billings. G Preparing Teachers for Diversity:Historical Perspectives. Current Trends, and Future Directions[A]. In L. Darling-Hammond & G Sykes (Eds.), Teaching as the Learning Profession:A Handbook of Policy and Practice[C]. San Francisco:Jossey-Bass.1999:86-123.
7 ①Ladson-Billings. G Preparing Teachers for Diverse Student Populations:A Critical Race Theory Perspective[A]. In A. Iran-Nejad & D. Pearson (Eds.). Review of Research in Education (Vol.24)[C]. Washington D.C.:American Educational Research Association.1999:211-248. ②Zeichner, K. M.& Hoeft. K. Teacher Socialization for Cultural Diversity[A], In J. Sikula-T. J. Buttery & E. Guyton (Eds.). Handbook of Research on Teacher Education (2nd Edition) [C]. New York:Macmillan,1996:525-547.
1Banks, J. A. The Lives and Values of Research:Implications for Educating Citizens in a Multicultural Society[J]. Educational Researcher,1998.27(7):4-17.
2 ①Banks, J.A. Teaching Multicultural Literacy to Teachers[J]. Teaching Education,1991,4(1):135-144. ② Kleinfeld, J. The Use of Case Studies in Preparing Teachers for Cultural Diversity[J]. Theory Into Practice,1998, 37(2):140-147.
3Tabachnick, R. B.& Zeichner. K. M. Preparing Teachers for Cultural Diversity[J]. Journal of Eudcation for Teaching.1993,19(4):113-124.
4 ①Bennett. C., Okinaka, A.& Xiao-yang, W. The Effect of a Multicultural Education Course on Preservice Teachers'Attitudes. Knowledge, and Behaviour[Z]. New Orleans. LA:Paper Presented at the Annual Meeting of the AERA,1988. ②Frant, C. A.& Koskella. R. A. Education That Is Multicultural and the Relationship Between Preservice Campus Learning and Field Experiences[J]. Journal of Educational Research,1986.79(4):197-204. ③McDiarmid, G. W.& Price. J. Prospective Teachers' Views of Diverse Learners:A Study of the Participants in the ABCD Project[R]. East Lansing MI:National Center for Research on Teacher Learning,1990, Research Report 90-6.
1 ①arling-Hammond. L. Learning to Teach for Social Justice[A]. In L. Darling-Hammond, L., J. French & S. Garcia-Lopez (Eds.). Learning to Teach for Social Justice[C]. New York:Teachers College Press,2002:1-7. ② Delpit. L. Other People's Children:Cultural Conflicts in the Classroom[M]. New York:The New Press,1995: 177-183. ③Nieto, S. The Light in Their Eyes:Creating Multicultural Learning Communities[M]. New York:Teachers College Press.1999:20.176.
2Snyder. J. Knowing Children-Understanding Teaching:The Developmental Teacher Education Program at the University of California, Berkeley[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education: Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education, 2000a:148.
1Miller. L.& Silvernail, D. L. Learning to Become a Teacher:The Wheelock Way[A]. In L. Darling-Hammond(Ed.),Studies of Excellence in Teacher Education:Preparation in the undergraduate Years[C]. Washing DC:American Association of Colleges for Teacher Education,2000c:73.
1Ladson-Billings, G. Preparing Teachers for Diversity:Historical Perspectives. Current Trends, and Future Directions[A]. In L. Darling-Hammond & G. Sykes (Eds.). Teaching as the Learning Profession:A Handbook of Policy and Practice[C]. San Francisco:Jossey-Bass.1999:86-123.
2 Gebhard. M., Austin. T.. Nieto. S.& Willett,J. "You Can't Step on Someone Else's Words":Preparing All Teachers to Teach Language Minority Students[A]. In Z. Beykont(Ed.). The Power of Culture:Teaching Across Language Difference[C]. Cambridge, MA:Harvard Publishing Group.2002:219-243.
3 Pugach. M. C. Research on Preparing General Education Teachers to Work with Students with Disabilities[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.). Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C], Mahwah. New Jersey:Lawrence Erlbaum Associates, Inc..2005:549-550.
1Singh, S. P. Teacher Education in the 21st Century:Promoting Health, Nutrition and Healthy Behaviors[A]. In R. P. Singh (Ed.). Teaching Teachers for a Knowledge Society[C]. Darya Ganj. New Delhi:Gyan Publishing House. 2008:35.
1①Shulman. L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Educational Review, 1987,57(1):1-22. ②Shulman, L. S. Paradigms and Research Programs in the Study of Teaching:A Contemporary Perspective[A]. In M. C. Witrock (Eds.). Handbook of research on teaching[C]. Mew York, NY: Macmillan.1986:3-36.
2 Etkina, E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J]. Physical Review Special Topics-Physics Education Research,2010.6(2):020110-1-0201) 0-26.
3 van Driel,.J. H.. Beijaard, N.& Verloop. N. Professional Development and Reform in Science Education:The Role of Teachers'Practical Knowledge[j]. Journal of Research in Science Teaching,2001.38(2):137-158.
4 Grossman, P. L.. Schoenfeld. A.& Lee. C. Teaching Subject Matter[A]. In L. Darling-Hammond & J. Bransford (Eds.). Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco. CA:Jossey-Bass.2005:201-231.
5Minstrell,.1. Facets of Students'Thinking:Designing to Cross the Gap from Research to Standards-Based Practice[A]. In K. Crowley. C. D. Schunn and T. Okada (Eds.), Designing for Science:Implications for Professional. Instructional, and Everyday Science[C]. Mahwah:Lawrence Erlbaum Associates.2001:415-443.
6 Etkina, E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J]. Physical Review Special Topics-physics Education Research.2010.6(2):020110-1-020110-26.
1 Guyton. E.& Mclntyre. D. J. Student Teaching and School Experiences[A]. In W. R. Houston (Ed.). Handbook of Research on Teacher Education[C]. New York:Macmillan.1990:514-535.
1 Miller. L,& Silvernail. D. L. Learning to Become a Teacher:The Wheelock Wav[A]. In L. Darling-Hammond(Ed.).Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education,2000c:67-107.
2①Boyle-Baise. M. Community Service Learning for Multicultural Education:An Exploratory Study with Preservice Teachers[J]. Equity and Excellence in Education.1998.31(2):52-60. ②Duesterberg. L. Rethinking Culture in the Pedagogy and Practices of Preservice Teachers[J]. Teaching and Teacher Education.1998.14(5): 497-512.
1 Shulman, L. S. Portfolios in Historical Perspective[Z]. Cambridge, Mass.:Presentation at Portfolios in Teaching and Teacher Education Conference.1994.
1 ①bird, T. The Schoolteacher s Portfolio:An Essay on Possibilities[A]. In J. Millman & L. Darling-Hammond (Eds.). The New Handbook of Teacher Evaluation:Assessing ElementaRY aNd Secondary School Teachers[C]. Newbury Park. CA:Sage.1990:241-256. ②thanases. S. Z. Teachers'Reports of the Effects of Preparing Portfolios of Literacy Instruction[J]. Elementary School Journal,1994,94(4):421-439. ③Haertel, E. New Forms of Teacher Assessment[A]. In C. Grant (Ed.), Review of Research in Education (Volume 17)[C]. Washington. DC: American Educational Research Association,1991:3-29.
1 Feiman-Nemser. S. From Preparation to Practice:Designing a Continuum to Strengthen and Sustain Teaching[J]. Teachers College Record.2001.103(6):1013-1055.
1 Darling-Hammond, L.& McDonald, M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education.2000a:43.
1 Miller. L.& Silvernail. D. L. Learning to Become a Teacher:The Wheelock Way[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education:Preparation in the undergraduate YearsfC]. Washing DC:American Association of Colleges for Teacher Education.2000c:80-81.
1 Shulman, L. S. Toward a Pedagogy of Cases[A]. In J. Shulman (Ed.), Case Methods in Teacher Education[C]. New York:Teachers College Press,1992:1-30.
2例如①Shulman, L. S. Toward a Pedagogy of Cases[A]. In J. Shulman (Ed.). Case Methods in Teacher Education[C]. New York:Teachers College Press.1992:1-30. ②Shulman, L. S. Just in Case:Reflections on Learning From Experience[A]. In J. Colbert. K. Trimble & P. Desberg (Eds.). The Case for Education: Contemporary Approaches for Using Case Methods[C]. Boston:Allyn and Bacon,1996:
3例如:Kleinfeld, J. The Use of Case Studies in Preparing Teachers for Cultural Diversity[J]. Theory Into Practice. 1998.37(2):140-147.
4例如:Roeser. R. Bringing a "Whole Adolescent" Perspective to Secondary Teacher Education:A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education.2002,13(2):155-178.
5①Roeser, R. Bringing a " Whole Adolescent" Perspective to Secondary Teacher Education:A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education,2002.13(2):155-178. ②Darling-Hammond. L.& Snvder, J. Authentic Assessment of Teaching in Context[J]. Teaching and Teacher Education.2000.16(5):523-545.
6 Darling-Hammond. L.& Snyder, J. Authentic Assessment of Teaching in Context[J]. Teaching and Teacher Education,2000,16(5):523-545.
1 Snyder, J. Knowing Children-Understanding Teaching:The Developmental Teacher Education Program at the University of California. Berkeley[A]. In L. Darling-Hammond(Ed.). Studies of Excellence in Teacher Education: Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education. 2000a:97-172.
1 Darlins-Hammond. L.& McDonald. M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. DarLing-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education.2000a:43.
2①kleinfeld. J. The Special Virtues of the Case Method in Preparing Teachers for Minority Schools[J]. Teacher Education Quarterly.1990.17(1):43-51. ②Merseth. K. K. Cases and Case Methods in Teacher Education[A]. In J. P. Sikula. T. J. Buttery & E. Guyton(Eds.). Handbook of Research on Teacher Education[C]. New York: Macmillan.1996:722-744. ③Shulman. L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Education Review.1987.57(1):1-22.
3 Shulman, L. S. Just in Case:Reflections on Learning From Experience[A]. In J. Colbert. K. Trimble & P. Desberg (Eds.). The Case for Education:Contemporary Approaches for Using Case Methods[C]. Boston:Allyn and Bacon,1996:197-217.
1①Athanases. S. Z. Teachers'Reports of the Effects of Preparing Portfolios of Literacy Instruction[J]. Elementary School Journal,1994.94(4):421-439. ②Bradley. A. Pioneers in Professionalism[J]. Education Week. 1994.13:18-21. ③Haynes. D. One Teacher s Experience with National Board Assessment[J]. Educational Leadership,1995:52(8):58-60. ④Tracz, S. M.. Sienty. S.& Mata. S. The Self-Reflection of Teachers Compiling Portfolios for National Certification:Work in Progress[Z]. Chicago:Paper Presented at the Annual Meeting of the American Association of Colleges of Teacher Education.1995.
1Kirby, S.N..McCombs.J.S.,Barney, H.& Naftel.S.Reforming Teacher,Education: Something Old Somerthing New[M].Santa Monica.CA:RAND Corporation.2006:11-12.
1 ①Newton, X. Teacher Effectiveness and Pathways into Teaching in California[EB/OL]. http://suse-step.stanford.edu/sites/default/files/teacher effectiveness and pathways into teaching in california. df.2011-09-12. ②Newton. X.. Darling-Hammond. L., Haertel. E.& Thomas. E. Value-Added Modeling of Teacher Effectiveness:An Exploration of Stability Across Models and Contexts[J]. Education Policy Analysis Archives.2010.18(23):1-27.
1资料来源:Darling-Hammond, L., Newton, X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
1 ①English. S. J. Teacher Education Program Accountability:In Search of Meaningful Outcomes Evidence[D]. Capella University.2007:31-35. ②Chung. R. R. The Performance Assessment for California Teachers (PACT) and Beginning Teacher Development:Can a Performance Assessment Promote Expert Teaching Practice? [D]. Stanford University.2005:1-2.
2教学质量期望(TPEs)内容参见附录二,PACT与TPEs的对应关系参见附录三。另外,教学质量期望本身又是在加州教学专业标准(California Standards for Teaching Profession,简称CSTP)基础上制订出来的,CSTP内容参见附录一。
1 ①Darling-Hammond. L.. Newton. X.& Wei. R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching.2010.36(4); 369-388. ② Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education.2006,57(2):120-138.
1资料来源:Darling-Hammond, L., Newton, X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
2 ①Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education,2006,57(2):120-138. ②Darling-Hammond, L., Newton, X. & Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
1 United States Act of Congress, No Child Left Behind Act of 2001 [EB/OL], http://www2.ed.gov/policy/elsec/leg/esea02/index.html2002,2010-10-6.
2Earley, P. M. Searching for the Common Good in Federal Policy:The Missing Essence in NCLB and HEA. Title Ⅱ[A]. In N. M. Michelli & D. L. Keiser (Eds.), Teacher Education for Democracy and Social Justice[C]. New York:Routledge.2005:63-65,69.
3 United States Department of Education. Race to the Top:Accelerating College and Career Readiness in States[EB/OL]. http://www.achieve.org/Racetothetop.2010-10-10.
4 Earley. P. M. Searching for the Common Good in Federal Policy:The Missing Essence in NCLB and HEA. Title Ⅱ[A]. In N. M. Michelli & D. L. Keiser (Eds.). Teacher Education for Democracy and Social Justice[C]. New York:Routledge.2005:63-65.69.
1 Selwyn, D. Highly Quantified Teachers:NCLB and Teacher Education[J]. Journal of Teacher Education,2007, 58(2):124-137. 2①McCaffrey, D. F., Koretz, D., Lockwood. J. R.& Hamilton, L. S. Evaluating Value-Added Models for Teacher Accountability[EB/OL]. http://www.and.org/pubs/monographs/2004/RAND_MG158.pdf.2011-12-23. ② McCaffrey. D. F., Lockwood, J. R., Koretz. D.. Louis, T. A.& Hamilton, L. S. Models for Value-Added Modeling of Teacher Effects[J]. Journal of Educational and Behavioral Statistics,2004,29(1):67-101. ③Rubin, D. B., Stuart, E. A., Zanutto, E. L. A Potential Outcomes View of Value-Added Assessment in Education[J]. Journal of Educational and Behavioral Statistics.2004,29(1):103-116. ④Braun, H. Using Student Progress to Evaluate Teachers:A Primer on Value-Added Models[EB/OL]. http://www.ets.org/Media/Research/pdf/PICVAM.pdf. 2011-12-23. ⑤BOTA (Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Academy of Sciences). Letter Report to the U.S. Department of Education on the Race to the Top Fund[EB/OL]. http://books.nap.edu/openbook.php?record id=12780&page=1%20(and%20ff).2011-12-23. ⑥Braun, H., Chudowsky, N.& Koenig, J. (Eds.) Getting Value Out of Value-Added:Report of a Workshop[EB/OL]. http://www.nap.edu/catalog/12820.html.2011-12-23. ⑦Sass, T. The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy[EB/OL]. http://www.urban.org/uploadedpdf/1001266_stabilitvofvalue.pdf.2011-12-23. ⑧Baker, E. L., Barton. P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson. R. J.& Shepard, L. A. Problems with the Use of Student Test Scores to Evaluate Teachers[EB/OL]. http://epi.3cdn.net/724cd9aleb91c40ff0_hwm6iii90.pdf.2011-12-23. ⑨Lockwood, J., Louis. T.& McCaffrey. D. F. Uncertainty in Rank Estimation:Implications for Value-Added Modeling Accountability Systems[J]. Journal of Educational and Behavioral Statistics,2002,27(3):255-270. ⑩Schmidt W. H., Houang. R., McKnight, C. C. Value-Added Research:Right Idea but Wrong Solution?[A]. In R. Lissitz (Ed.) Value-added Models in Education: Theory and Applications[C]. Maple Grove, MN:JAM Press.2005:145-164. (11)Braun, H. Value-Added Modeling: What Does Due Diligence Require? [A]. In R. Lissitz (Ed.) Value-added Models in Education:Theory and Applications[C]. Maple Grove, MN:JAM Press,2005:19-39.
3Berliner. D. C. NCLB:Impact on Curriculum[A]. In T. L. Good (Ed.),21st Century Education:A Reference Handbook (Vol 2) [C]. Thousand Oaks, CA:SAGE Publications, Inc.,2008:363-373.
1 Darling-Hammond. L.. Newton. X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching.2010,36(4):369-388.
2 Braun. H. Using Student Progress to Evaluate Teachers:A Primer on Value-Added Models[EB/OL]. http://wwwv.ets.org/Media/Research/pdf/PlCVAM.pdf.2011-12-23.
3①Cochran-Smith. M. Teacher Education and the Outcomes Trap[J]. Journal of Teacher Education,2005a.56(5): 411-417. ②Cochran-Smith. M. The Unforgiving Complexity of Teaching:Avoiding Simplicity in the Age of Accountability[J]. Journal of Teacher Education,2003c,54(1):3-5.
1联合国教科文组织.教育——财富蕴藏其中[M].北京：教育科学出版社.1996：143.
2①ochran-Smith. M. The New Teacher Education:For Better or for Worse[J]. Educational Researcher,2005b. 34(7):3-17.②CCochran-Smith, M. " Re-Culturing "Teacher Education:Inquiry, Evidence, and Action[J]. Journal of Teacher Education.2009,60(5):458-468.
3United States Department of Education. A Blueprint for Reform:The Reauthorization of the Elementary and Secondary Education Act[EB/OL]. http://www2.ed.gov/policy/elsecie/leg/blueprint/blueprint.pdf.2011-11-17.
1冯大鸣.奥巴马的修法计划及对美国教育行政的影响[J].教育发展研究,2010(18)：38-41.
2 United States Government. State of the Union 2012:Obama Speech Transcript [EB/OL]. httn://www.washinetonpost.com/politics/state-of-the-union-2012-obama-speech-excerpts/2012/01/24/glQA9D3Q OQstoy3.html.2012-2-27.
1王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文.2008：25-26.
1李其龙、陈永明.教师教育课程的国际比较[M].北京：教育科学出版社.2002：381.
2吴长庚、范安平.高师学生创新教育能力培养[M].上海：华东师范大学出版社.2007：11.
1 Korthagen. F. A. J., Kessels. J.. Koster, B.. Lagerwerf. B.& Wubbels. T. Linking Practice and Theory:The Pedagogy of Realistic Teacher Education[M]. Mahwah. NJ:Lawrence Erlbaum Associates. Inc..2001:1-19. 69-87.
2钟启泉、胡惠闵.我国教师教育课程标准的建构[J].全球教育展望,2005.34(1)：36-39.
1吴长庚、范安平.高师学生创新教育能力培养[M].上海：华东师范大学出版社.2007：16.17.
2我国第一部教师教育课程标准——《教师教育课程标准(试行)》于2011年10月才正式出台。
1叶澜.世纪初中国基础教育学校“转型性变革”的理论与实践——“新基础教育”理论及推广性、发展性研究结题报告『A].出自：叶澜主编.“新基础教育”发展性研究报告集[C].北京：中国轻工业出版社.2004：2-43.
2钟启泉.为了未来教育家的成长——论我国教师教育课程创新的课题[J].教育发展研究.2011.18：20-26.
1 ①Andrew. M. D. Differences Between Graduates of 4-Year and 5-Year Teacher Education Programs[J]. Journal of Teacher Education.1990.41(2):45-51. ②Andrew. M. D.& Schwab, R. L. Has Reform in Teacher Education Influenced Teacher Performances? An Outcome Assessment of Graduates of an Eleven-University Consortium[J]. Action in Teacher Education,1995,17(3):43-53.
[1][美]艾伦.c.奥恩斯坦、费郎西斯.P.汉金斯著,柯森主译.课程：基础、原理和问题[M].南京：江苏教育出版社,2002.
[2]卜玉华.美国教师教育研究问题域的转换及其启示[J].上海教育科研,2004(4)：34-36.
[3]卜玉华.教师教育及其研究何去何从——从教育理论与实践的关系展开的思考[J].教育理论与实践,200424(6)：51-55.
[4]陈蕊、刘晖.近十年来美国教师教育研究热点述评——以美国《教师教育杂志》为例[J].教师教育研究,2009(3)：71-74.
[5]丁钢.全球化背景下的教师专业发展创新计划——新理念及其变革实践[M].北京：北京师范大学出版社,2009.
[6]冯大鸣.奥巴马的修法计划及对美国教育行政的影响[J].教育发展研究,2010(18)：38-41.
[7]郭志明.美国教师教育课程变迁与教师专业化[J].学科教育,2004(5)：1-7.
[8]何菊玲.教师教育范式研究[M].北京：教育科学出版社,2009.
[9]贺武华.公共教育改革中的新自由主义思想取向与反思[J].教育研究,2009(9)：79-85.
[10]胡德维.美国教师培养研究的新进展[J].基础教育参考,2006(5)：22-25.
[11]黄甫全.新课程中的教师角色与教师培训[M].北京：人民教育出版社,2003.
[12]黄海涛.美国“学生学习成果评估”研究评析[J].清华大学教育研究,201]，32(2)：119-124.
[13]霍力岩.教育的转型与教师角色的转换[J].教育研究,2001(3)：70-71.
[14]《教师教育课程标准》专家组.《教师教育课程标准(征求意见稿)》咨询专家意见分析[J].全球教育展望,2008,37(9)：12-18.
[]5]《教师教育课程标准》专家组.关于我国教师教育课程现状的研究[J].全球教育展望,2008,37(9)：19-24.
[16]《教师教育课程标准》专家组.《教师教育课程标准》(送审稿2010版)[S].上海：华东师范大学课程与教学研究所,2010.
[17]教育部.普通高等学校本科教学工作水平评估方案(试行)[EB/OL].http://www.moe.gov.cn./publicfiles/business/htmlfiles/moe/moe 2453/200810/39602.html. 2011-11-21.
[18]教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社,2003.
[19]靳玉乐.新课程改革的理念与创新[M].北京：人民教育出版社,2003.
[20]鞠玉翠.美国教师教育中的证据：现状、问题与改进[J].全球教育展望,2011,40(10)：54-60.
[21]科南特著,陈友松主译.科南特教育论选著[M].北京：人民教育出版社,1988.
[22]兰英.美国教师专业化运动述评[J].外国教育研究,1996(4)：42-46.
[23]李敏.美国教育政策问题研究——以20世纪80年代以来基础教育政策为例[D].华东师范大学博士学位论文,2006：57.
[24]李鹏.新公共管理及应用[M].北京：社会科学文献出版社,2004.
[25]李其龙、陈永明.教师教育课程的国际比较[M].北京：教育科学出版社,2002.
[26]联合国教科文组织.教育——财富蕴藏其中[M].北京：教育科学出版社,1996.
[27]刘绪贻、杨生茂.美国通史：战后美国史(1945-2000)[M].北京：人民出版社,2005.
[28]刘尧.西方高等教育质量观及评估综述[J].开放教育研究,2006,12(1)：20-23.
[29]刘永康、李华平.高中新课程的理论与实践[M].北京：高等教育出版社,2008.
[30]卢乃桂、操太圣.中国教师的专业发展与变迁[M].北京：教育科学出版社,2009.
[31][美]美国教育局.论中学的生活适应教育[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社,1990.
[32]莫雷.教育心理学[M].广州：广东高等教育出版社,2005.
[33][美]丘奇著,李亚玲译.对进步主义的反动：1941-1960[A].瞿葆奎.教育学文集·美国教育改革[C].北京：人民教育出版社,1990.
[34]全国课程专业委员会秘书处.21世纪中国课程研究和改革发展[A].出自：全国课程专业委员会秘书处编.21世纪中国课程研究与改革[C].北京：人民教育出版社,2001.
[35]饶从满、杨秀玉、邓涛.教师专业发展[M].长春：东北师范大学出版社,2005.
[36]申继亮.新世纪教师角色重塑：教师发展之本[M].北京：北京师范大学出版社,2006.
[37]苏真.比较师范教育[M].北京：北京师范大学出版社,1991.
[38]滕大春.美国教育史[M].北京：人民教育出版社,1994.
[39]汪海萍.美国特教印象及其思考[J].中国特殊教育,2004,1：79-81.
[40]王春光.反思型教师教育研究[M].长春：东北师范大学出版社,2010.
[41]王凤玉.社会变革与教育机构转型：美国师范教育机构转型研究及启示[M].北京：人民出版社.2008.
[42]王佳佳、鞠玉翠.美国教师教育市场化模式评析[J].外国教育研究,2009(7)：22-27.
[43]王少非.新课程背景下的教师专业发展[M].上海：华东师范大学出版社.2005.
[44]王松、张云.当今时代与教师[M].北京：中国科学技术出版社,1990.
[45]王文岚.美国斯坦福教师教育项目改革的经验[J].外国中小学教育,2007(11)：22-24.
[46]王文岚、黄甫全.美国大学本位教师教育改革的争议与新动向[J].江苏高教,2008(2)：133-136.
[47]王艳玲.培养“反思性实践者”的教师教育课程[D].华东师范大学博士学位论文,2008：15.
[48]吴长庚、范安平.高师学生创新教育能力培养[M].上海：华东师范大学出版社,2007.
[49]吴合文、毛亚庆.新自由主义、全球化与高等教育发展[J].高等教育研究,2008,29(12)：1-7.
[50]谢赛、胡惠闵.PCK及其对教师教育课程的影响[J].教育科学,2010,26(5)：55-58.
[51]谢赛.美国教师教育问责制的两次转型[J].清华大学教育研究,2011,32(2)：89-93.
[52]徐仲林、徐辉.基础教育课程改革理论与实践[M].成都：四川教育出版社,2005.
[53]杨九俊.基础教育课程改革新教师读本[M].南京：南京大学出版社,2008.
[54]杨启光.美国教师教育改革的概念取向与问题框架[J].全球教育展望,2006(8)：64-67.
[55]叶澜.教育研究及其方法[M].北京：中国科学技术出版社,1990.
[56]叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2001.
[57]叶澜.世纪初中国基础教育学校“转型性变革”的理论与实践——“新基础教育”理论及推广性、发展性研究结题报告[A].出自：叶澜主编.“新基础教育”发展性研究报告集[C].北京：中国轻工业出版社,2004.
[58]余文森、连榕等.教师专业发展[M].福州：福建教育出版社,2007.
[59]袁振国.教育研究方法[M].北京：高等教育出版社,2000.
[60]张才国.新自由主义意识形态[M].北京：中央编译出版社,2007.
[61]赵成根.新公共管理改革：不断塑造新的平衡[M].北京：北京大学出版社,2007.
[62]赵祥麟、王承绪编译.杜威教育论著选[M].上海：华东师范大学出版社,1981.
[63]钟启泉、胡惠闵.我国教师教育课程标准的建构[J].全球教育展望,2005,34(1)：36-39.
[64]钟启泉.为了未来教育家的成长——论我国教师教育课程创新的课题[J].教育发展研究,2011(18)：20-26.
[65]朱小蔓、笪佐领.走综合发展之路：培养自主成长型教师[J].课程·教材·教法,2002,22(1)：59-63.
[1]Aizenman, N. C. U. S. to Grow Grayer, More Diverse:Minorities Will Be Majority by 2042, Census Bureau Says[N]. Washington Post, August 14,2008.
[2]Andrew, M. D. Differences Between Graduates of 4-Year and 5-Year Teacher Education Programs[J]. Journal of Teacher Education,1990,41(2):45-51.
[3]Andrew, M. D.& Schwab, R. L. Has Reform in Teacher Education Influenced Teacher Performances? An Outcome Assessment of Graduates of an Eleven-University Consortium[J]. Action in Teacher Education,1995,17(3):43-53.
[4]Angeli.C.&Valanides, N. Epistemological and Methodological Issues for the Conceptualization, Development, and Assessment of ICT-TPCK:Advances in Technological Pedagogical Content Knowledge (TPCK) [J]. Computers & Education, 2009,52(1):154-168.
[5]Anyon, J. Schools as Agencies of Social Legitimation[J]. Journal of Curriculum Theorizing,1981,3(2):86-103.
[6]Armstrong, N. F. Teacher Education in a Global Society:Facilitating Global Literacy for Preservice Candidates Through International Field Experiences[J]. Teacher Education and Practice,2008,21(4):490-506.
[7]Arne Duncan, Teacher Preparation:Reforming the Uncertain Profession[Z]. Remarks at Teachers College, Columbia University,2009.
[8]Athanases, S. Z. Teachers'Reports of the Effects of Preparing Portfolios of Literacy Instruction[J]. Elementary School Journal,1994,94(4):421-439.
[9]Au, K. H. Participation Structures in a Reading Lesson with Hawaiian Children:Analysis of a Culturally appropriate instructional event[J]. Anthropology and Education Quarterly, 1980,1(2):91-115.
[10]Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L. Ravitch, D., Rothstein, R., Shavelson, R. J. & Shepard, L. A. Problems with the Use of Student Test Scores to Evaluate Teachers[EB/OL]. http://epi.3cdn.net/724cd9a1eb91c40ff0_hwm6iii90.pdf.2011-12-23.
[11]Ball, D. L., Thames, M. H.&Phelps, G. Content Knowledge for Teaching:What Makes It Special? [J]. Journal of Teacher Education,2008,59(5):389-407.
[12]Banks. J. A. Teaching Multicultural Literacy to Teachers[J]. Teaching Education,1991, 4(1):135-144.
[13]Banks, J. A. The Lives and Values of Research:Implications for Educating Citizens in a Multicultural Society[J].Educational Researcher,1998,27(7):4-17.
[14]Banks, J. A. Multicultural Education:Historical Development, Dimensions, and Practice[A]. In J. A. Banks & C. A. Banks (Eds.), Handbook of Research on Multicultural Education (2nd Ed.) [C]. San Francisco:Jossey-Bass.,2004.
[15]Barclay, C. R.& Wellman, H. M. Accuracies and Inaccuracies in Autobiographical Memories[J]. Journal of Memory and Languages,1986,25(1):93-103.
[16]Baumgartner, F., Koerner, M.& Rust, F. Exploring Roles in Student Teaching Placements[J]. Teacher Education Quarterly,2002,29(2):35-58.
[17]Beck, S. The Teacher's Role and Approaches in a Knowledge Society[J]. Cambridge Journal of Education,2008,38(4):465-481.
[18]Bennett, C., Okinaka, A.& Xiao-yang, W. The Effect of a Multicultural Education Course on Preservice Teachers'Attitudes, Knowledge, and Behaviour[Z]. New Orleans, LA: Paper Presented at the Annual Meeting of the AERA,1988.
[19]Ben-Peretz, M. Curriculum of Teacher Education Programs[A]. In L. W. Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education (Second Edition)[C]. New York:Pergamon Press,1995.
[20]Berliner, D. C. NCLB:Impact on Curnculwn[A]. In T. L. Good (Ed.),21st Century Education:A Reference Handbook (Vol 2) [C]. Thousand Oaks, CA:SAGE Publications, Inc.,2008.
[21]Bird, T. The Schoolteacher's Portfolio:An Essay on Possibilities[A]. In J. Millman & L. Darling-Hammond (Eds.), The New Handbook of Teacher Evaluation:Assessing Elementary and Secondary School Teachers[C]. Newbury Park, CA:Sage,1990.
[22]Bjorklund, D. F. Children's Thinking:Developmental Function and Individual Differences (3rd Edition) [M]. Stamford, CT:Wadsworth,2000.
[23]Bondy, E.& Davis, S. The Caring of Strangers:Insights from a Field Experience in a Culturally Unfamiliar Community[J]. Action in Teacher Education,2000,22(2):54-66.
[24]BOTA (Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Academy of Sciences). Letter Report to the U.S. Department of Education on the Race to the Top Fund[EB/OL]. http://books.nap.edu/openbook.php?record id=12780&page=1%20(and%20fl 2011-12-23.
[25]Boyle-Baise, M. Community Service Learning for Multicultural Education:An Exploratory Study with Preservice Teachers[J].Equity and Excellence in Education,1998, 31(2):52-60.
[26]Bradley, A. Pioneers in Professionalism[J]. Education Week,1994,13:18-21.
[27]Bradley, A. NEA, AFT Take up the Thorny issues of Teacher Ouality[N]. Education Week, 1998,18:6.
[28]Braun, H. Using Student Progress to Evaluate Teachers:A Primer on Value-Added Models[EB/OL]. http://www.ets.org/Media/Research/pdf/PICVAM.pdf.2011-12-23.
[29]Braun, H. Value-Added Modeling:What Does Due Diligence Require? [A]. In R. Lissitz (Ed.) Value-added Models in Education:Theory and Applications[C]. Maple Grove, MN: JAM Press,2005.
[30]Braun, H., Chudowsky, N. & Koenig, J. (Eds.) Getting Value Out of Value-Added:Report of a Workshop[EB/OL]. http://www.nap.edu/catalog/12820.html,2011-12-23.
[31]Brown, H. A. The Normal-School Curriculum[J]. The Elementary School Journal,1919, 20(4):276-284.
[32]Brown, H. A. Some Nest Steps for Establishing Standards for Teachers'Colleges[J]. The Elementary School Journal,1924,25(3):211-226.
[33]Brown, H. A. New Standards for Teachers'Colleges[J].The Elementary School Journal, 1926,27(1):48-59.
[34]Bruner, J. S. Acts of Meaning[M]. Cambridge, MA:Harvard University Press,1990.
[35]Bullough, R.& Stokes, D. K. Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development[J].American Educational Research Journal,1994,31(1):197-224.
[36]Bullough-Jr., R. V. Pedagogical Content Knowledge Circa 1907 and 1987:A Study in the History of an Idea[J]. Teaching and Teacher Education,2001,17 (6):655-666.
[37]Butler, J. An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards[J]. Journal of Physical Education, Recreation & Dance (JOPERD),2006,77 (2):15-19, 31-32.
[38]California Commission on Teacher Credentialing, California's Teaching Performance Expectations[EB/OL]. http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-Full-Version.pdf.2011-3-12.
[39]California Commission on Teacher Credentialing & California Department of Education, California Standards for Teaching Profession [EB/OL]. http://tepd.moe.gov.tw/upfiles/fileupload/33/downf01251464102.pdf.2011-3-12.
[40]California Commission on the Teaching Profession, Who Will Teach our Children[R]. Sacramento, CA:Californian Department of Education,1985.
[41]Carter, K.& Doyle, W. Personal Narrative and Life History in Learning to Teach[A]. In J. P. Sikula, T. J. Buttery & E. Guyton(Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1996.
[42]Carter, R.& Goodwin, L. Racial Identity and Education[A]. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol.20)[C]. Washington, D.C.:American Educational Research Association,1994.
[43]Children's Learning Outcomes[EB/OL]. http://www.ehow.com/about 5437857 childrens-learning-outcomes.html,2012-1-9.
[44]Chung, R. R. The Performance Assessment for California Teachers (PACT) and Beginning Teacher Development:Can a Performance Assessment Promote Expert Teaching Practice? [D]. Stanford University,2005.
[45]Clarke, C.& Medina, C. How Reading and Writing Literacy Narratives Affect Preservice Teachers'Understanding of Literacy, Pedagogy and Multiculturalism[S]. Journal of Teacher Education,2000,51(1):63-76.
[46]Clift, R.& Brady, P. Research on methods course and field experiences[A]. In M. Cochran-Smith & K. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, NJ:Erlbaum,2005.
[47]Cochran, K., DeRuiter, J.& King, R. Pedagogical Content Knowing:An Integrative Model for Teacher Preparation [J]. Journal of Teacher Education,1993,44 (4):263-272.
[48]Cochran-Smith, M. Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education[J]. American Educational Research Journal,1995,32(3):493-522.
[49]Cochran-Smith, M. Editorial:The Questions That Drive Reform[J]. Journal of Teacher Education,2000a,51 (5):331-333.
[50]Cochran-Smith, M. The Future of Teacher Education:Framing the Questions that Matter[J]. Teacher Education Journal,2000b,11 (1):13-24.
[51]Cochran-Smith, M. Constructing Outcomes in Teacher Education:Policy, Practice and Pitfalls[J]. Education Policy Analysis Archives,2001a,9(11):1-56.
[52]Cochran-Smith, M. Higher Standards for Prospective Teachers:What's Missing from the Discourse? [J]. Journal of Teacher Education,2001b,52(3):179-181.
[53]Cochran-Smith, M. The Outcomes Question in Teacher Education[J]. Teaching and Teacher Education,2001c,17(5):527-546.
[54]Cochran-Smith, M. Assessing Assessments in Teacher Education[J]. Journal of Teacher Education,2003a.54(3):187-191.
[55]Cochran-Smith, M. The Multiple Meanings of Multicultural Teacher Education:A Conceptual Framework[J].Teacher Education Quarterly.2003b,30(2):7-26.
[56]Cochran-Smith, M. The Unforgiving Complexity of Teaching:Avoiding Simplicity in the Age of Accountability[J]. Journal of Teacher Education,2003c,54(1):3-5.
[57]Cochran-Smith, M. Defining the Outcomes of Teacher Education:What's Social Justice Got to Do with It? [J]. Asia-Pacific Journal of Teacher Education.2004,32(3):193-212.
[58]Cochran-Smith, M. Teacher Education and the Outcomes Trap[J]. Journal of Teacher Education,2005a,56(5):411-417.
[59]Cochran-Smith, M. The New Teacher Education:For Better or for Worse[J]. Educational Researcher,2005b,34(7):3-17.
[60]Cochran-Smith, M. "Re-Culturing "Teacher Education:Inquiry, Evidence, and Action[J]. Journal of Teacher Education,2009,60(5):458-468.
[61]Cochran-Smith, M., Barnatt, J., Friedman, A.& Pine, G. Inquiry on Inquiry:Practitioner Research and Student Learning[J]. Action in Teacher Education,2009,31 (2):17-32.
[62]Cochran-Smith, M., Reagan, M. E.& Shakman, K., Just Measures:Social Justice as a Teacher Education Outcome[J]. Teacher Education and Practice,2009,22(3):237-263.
[63]Cohen, L., Manion, L.& Morrison K. Research Methods in Education[M]. New York: Routledge,2007.
[64]Cole, A. L.& Knowles, J. G. Shattered Images:Understanding Expectations and Realities of Field Experiences[J]. Teaching and Teacher Education,1993,9(5/6): 457-471.
[65]Comer, J. P., Haynes, N. M.& Joyner, E. T. The School Development Program[A]. In J. P. Comer, N. M. Haynes, E. T. Joyner & M. Ben-Avie (Eds.), Rallying the Whole Village: The Comer Process for Reforming Education[C]. New York:Teachers College Press, 1996.
[66]Commission on No Child Left Behind, Beyond NCLB:Fulfilling the Promise to Our Nation's Children[R]. Washington, DC:Commission on No Child Left Behind,2007.
[67]Cooper, E.& Sherk, J. Addressing Urban School Reform:Issues and Alliances[J]. Journal of Negro Education,1989,58(3):315-331.
[68]Court, M. Talking Back to New Public Management Versions of Accountability in Education:A Co-Principalship's Practices of Mutual Responsibility[J]. Educational Management Administration & Leadership,2004,32(2):171-194.
[69]Crowe, E. Measuring What Matters: A Stronger Accountability Model for Teacher Education[R]. Washington, DC:Center for American Progress,2010.
[70]Darcy, C. M., Ganeles, D.&Ether, J. A. A CBTE Curriculum Model and Directions for Its Assembly [M]. New York:New York State Education Department & State University of New York,1975.
[71]Darling-Hammond. L. (Ed.) Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education,2000a.
[72]Darling-Hammond. L. (Ed.) Studies of Excellence in Teacher Education:Preparation in a Five-Year Program[C]. Washing DC:American Association of Colleges for Teacher Education,2000b.
[73]Darling-Hammond, L. (Ed.) Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education,2000c.
[74]Darling-Hammond, L. Teacher Quality and Student Achievement:A Review of State Policy Evidence[J].Education Policy Analysis Archives,2000d,8(1):1-44.
[75]Darling-Hammond, L. Inequality and Access to Knowledge[A]. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education[C]. San Francisco: Jossey-Bass,2001.
[76]Darling-Hammond, L. Learning to Teach for Social Justice[A]. In L. Darling-Hammond, L., J. French & S. Garcia-Lopez (Eds.), Learning to Teach for Social Justice[C]. New York:Teachers College Press,2002.
[77]Darling-Hammond. L. "Steady Work":The Ongoing Redesign of the Stanford Teacher Education Program[J]. Educational Perspectives,2004.36(1-2):8-19.
[78]Darling-Hammond, L. Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J]. Journal of Teacher Education,2006,57(2): 120-138.
[79]Darling-Hammond, L. Soaring Systems:High Flyers All Have Equitable Funding, Shared Curriculum, and Quality; Teaching[J]. American Educator,2010-2011,34(4):20-23,53.
[80]Darling-Hammond, L.& Bransford, J. (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do[C]. San Francisco, CA:Jossey-Bass, 2005.
[81]Darling-Hammond, L.& Loewenberg-Ball, D. Teaching for Higher Standards:What Policy Makers Need to Know[R]. Washington D.C.:National Commission on Teaching and America's Future,1999.
[82]Darling-Hammond, L.& McDonald, M. Where There Is Learning There Is Hope:The Preparation of Teachers at the Bank Street College of Education[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education,2000.
[83]Darling-Hammond, L.& Sclan, E. Who Teaches and Why[A]. In J. Sikula (Ed.), Handbook of Research on Teacher Education[C]. New York:Simon & Schuster Macmillan,1996.
[84]Darling-Hammond. L.& Snyder, J. Authentic Assessment of Teaching in Context[J]. Teaching and Teacher Education,2000,16(5):523-545.
[85]Darling-Hammond, L., Chung, R.& Frelow, F. Variation in Teacher Preparation:How Well Do Different Pathways Prepare Teachers to Teach? [J]. Journal of Teacher Education, 2002,53(4):286-302.
[86]Darling-Hammond, L., Eiler, M.& Marcus, A. Perceptions of Preparation:Using Survey Data to Assess Teacher Education Outcomes[J]. Issues in Teacher Education,2002,11(1): 65-84.
[87]Darling-Hammond, L., Newton, X.& Wei, R. C. Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Programme[J]. Journal of Education for Teaching,2010,36(4); 369-388.
[88]Darling-Hammond, L., Fickel, L., Koppich, J., MacDonald, M., Merseth, K., Miller, L. Ruscoe, G., Silvernail, D., Snyder, J., Whitford, B. L.& Zeichner, K. Powerful Teacher Education:Lessons from Exemplary Programs[M]. San Francisco, CA:Jossey-Bass, 2006.
[89]Davies, D. Response to John Merrow's Report on CBTE[A]. In. J. G. G. MerrowⅡ(Ed.), The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington. D.C.:National Institute of Education (DHEW),1975.
[90]Day, C. Reflection:A Necessary but Not Sufficient Condition for Professional Development[J]. British Educational Research Journal,1993,19(1):83-93.
[91]Delandshere, G.& Arens, S. A. Representations of Teaching and Standard-Based Reform: Are We Closing the Debate About Teacher Education[J]. Teaching and Teacher Education, 2001,17(5):547-566.
[92]Delandshere, G. & Petrosky, A. Political Rationales and Ideological Stances of the Standards-Based Reform of Teacher Education in the US[J]. Teaching and Teacher Education,2004,20 (1):1-15.
[93]Delpit, L. Other People's Children:Cultural Conflicts in the Classroom[M]. New York: The New Press.1995.
[94]Deng, Z.& Gopinathan, S. Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore:Challenging Teacher Preparation as Training[J]. Asia-Pacific Journal of Teacher Education,2003,31(1):51-65.
[95]Denner, P. R., Salzman, S. A.& Harris. L. B. Teacher Work Sample Assessment:An Accountability Method That Moves Beyond Teacher Testing to the Impact of Teacher Performance on Student Learning[Z]. New York, NY:Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education,2002.
[96]Denner, P. R., Norman, A. D., Salzman, S. A.& Pankratz, R. S. Connecting Teaching Performance to Student Achievement:A Generalizability and Validity Study of the Renaissance Teacher Work Sample Assessment[Z]. Jacksonville, FL:Paper Presented at the Annual Meeting of the Association of Teacher Educators,2003.
[97]Denton, J. J. Early Field Experiences Influence on Performance in Subsequent Coursework[J]. Journal of Teacher Education,1982,33(2):19-23.
[98]Denton, J. J., Morris, J. E.& Tooke, D. J. The Influence of Academic Characteristics of Student Teachers on the Cognitive Attainment of Learners[J]. Educational and Psychological Research,1982,2(1):15-29.
[99]Doyle, W. Themes in Teacher Education Research[A]. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan, 1990.
[100]Duesterberg, L. Rethinking Culture in the Pedagogy and Practices of Preservice Teachers[J]. Teaching and Teacher Education,1998,14(5):497-512.
[101]Earley, P. M. Searching for the Common Good in Federal Policy:The Missing Essence in NCLB and HEA, Title Ⅱ[A]. In N. M. Michelli & D. L. Keiser (Eds.), Teacher Education for Democracy and Social Justice[C]. New York:Routledge,2005.
[102]Elliot, J. Action Research for Educational Change[M]. Buckingham:Open University Press,1991.
[103]Elliott, J. Three Perspectives on Coherence and Continuity in Teacher Education[A]. In J. Elliott (Ed.), Reconstructing Teacher Education:Teacher Development[C]. Washington, DC:The Falmer Press,1993.
[104]Emans. R. Analysis of Four Different Approaches to Teacher Education[J]. College Student Journal,1981,15(3):209-216.
[105]English, S. J. Teacher Education Program Accountability:In Search of Meaningful Outcomes Evidence[D]. Capella University,2007.
[106]Ertmer, P. A.& Lewandowski, J. Using Electronic Models to Increase Preservice Teachers' Ideas and Confidence for Technology Integration[A]. In D. A, Willis. J. Price & N. Davis (Eds.), Proceedings of SITE 2002:Society for Information Technology & Teacher Education International Conference[C]. Norfolk, VA:Association for the Advancement of Computing in Education,2002.
[107]Etkina. E. Pedagogical Content Knowledge and Preparation of High School Psychics Teachers[J]. Physical Review Special Topics-Physics Education Research,2010.6(2): 020110-1-020110-26.
[108]Eurich, A. C. The "Breakthrough " in Teacher Education[J]. The High School Journal, 1960,43(5):154-157.
[109]Feiman-Nemser, S. Teacher Preparation:Structural and Conceptual Alternatives[A].In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of Research on Teacher Education[C]. New York:Macmillan,1990.
[110]Feiman-Nemser, S. From Preparation to Practice:Designing a Continuum to Strengthen and Sustain Teaching[J]. Teachers College Record,2001,103(6):1013-1055.
[111]Fernandez-Balboa, J.-M.& Stiehl, J. The Generic Nature of Pedagogical Content Knowledge Among College Professors[J]. Teaching and Teacher Education,1995,11(3): 293-306.
[112]Fetterman, D., Connors, W., Dunlap, K., Brower, G., Matos, T.& Paik, S. Stanford Teacher Education Programme 1997-1998 Evaluation Report[R]. Stanford, CA:Stanford University Press,1999.
[113]Flavell, J. H. Cognitive Development:Past, Present and Future[A]. In R. D. Parke, P. A. Ornstein, J. J. Rieser & C. Zahn-Waxler (Eds.), A Century of Developmental Psychology[C]. Washington, D.C.:American Psychology Association,1994.
[114]Flores, B. B. Reflective Essay:What Are the Major Challenges Faced by Teacher Education in an Increasing Global Society? [J]. Teacher Education and Practice,2008, 21(4):452-454.
[115]French, R. Linking Teacher Quality to Student Achievement Through Assessment[A]. In A. R. Poliakoff(Ed.), Teacher Preparation:Assessing Teacher Quality, Administrative Support. Standards-Based Teacher Preparation[C]. Washing, DC:Council for Basic Education,2002.
[116]Fry, P. Identifying Challenges Faced by Teacher Education in an Increasing Global Society[J]. Teacher Education and Practice,2008,21(4):476-478.
[117]Furman, J. S. Tensions in Multicultural Teacher Education Research:Demographics and the Need to Demonstrate Effectiveness[J]. Education and Urban Society.2008,41(1): 55-79.
[118]Fusarelli, L. D.& Johnson, B. Educational Governance and the New Public Management[J]. Public Administration and Management:An Interactive Journal,2004, 9(2):118-127.
[119]Gallego, M. A. Is Experience the Best Teacher? The Potential of Coupling Classroom and Community-Based Field Experiences[J]. Journal of Teacher Education,2001,52(4): 312-325.
[120]Gandara, P. A Study of High School Puente:What We Have Learned About Preparing Latino Youths for Postsecondary Education[J].Educational Policy Special Issue:The Puente Project——Issues and Perspectives on Preparing Latino Youth for Higher Education,2002,16(4):474-495.
[121]Garcia, E. Language, Culture, and Education[A]. In L. Darling-Hammond (Ed.), Review of Research in Education, Volume 19[C]. Washington, D.C.:American Educational Research Association,1993.
[122]Gebhard, M., Austin, T., Nieto, S.& Willett, J. "You Can't Step on Someone Else's Words":Preparing All Teachers to Teach Language Minority Students[A]. In Z. Beykont (Ed.), The Power of Culture:Teaching Across Language Difference[C]. Cambridge, MA: Harvard Educational Publishing Group,2002.
[123]Gideonse, H. D. The Redesign of NCATE,1980-1986[A]. In H. D. Gideonse (Ed.), Teacher Education Policy:Narratives, Stories, and Cases[C]. Albany, NY:SUNY Press, 1992.
[124]Gomez, M. L.& Tabachnick, B. R. Telling Teaching Stories[J]. Teaching Education, 1992,4(2):129-138.
[125]Gonzalez, N., Moll, L. C, Floyd-Tenery. M., Ribera, A., Rendon, P., Gonzalez. C. & Amanti, C. Funds of Knowledge for Teaching in Latino Households[J]. Urban Education. 1995.29(4):443-470.
[126]Gore, J. M.& Zeichner, K. M. Action Research and Reflective Teaching in Preservice Teacher Education:A Case Study from the United States[J].Teaching and Teacher Education,1991,7(2):119-136.
[127]Gorski, P. C. Unintentional Undermining of Multicultural Education:Educators at the Equity Crossroads[A]. In J. Landsman & C. W. Lewis (Eds.), White Teachers, Diverse Classroom[C]. Sterling, VA:Stylus Publishing, LLC.,2006.
[128]Grant, C. A.& Koskella, R. A. Education That Is Multicultural and the Relationship Between Preservice Campus Learning and Field Experiences[J]. Journal of Educational Research,1986,79(4):197-204.
[129]Grant, C. A.& Sleeter, C. E. Race, Class, Gender, and Disability in the Classroom[A]. In J. A. Banks & C. A. Banks (Eds.), Multicultural Education, Needham Heights, MA: Allyn & Bacon,2001.
[130]Green, D. What Is Quality in Higher Education[A]. In D. Green (Ed.), What Is Quality in Higher Education[C]. Buckingham:Society for Research into Higher Education and Open University,1994.
[131]Grossman, P. L. A Study in Contrast:Sources of Pedagogical Content Knowledge for Secondary English [J]. Journal of Teacher Education.1989,40 (5):24-31.
[132]Grossman, P. L., Schoenfeld, A.& Lee, C. Teaching Subject Matter[A]. In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do[C]. San Francisco, CA:Jossey-Bass, 2005.
[133]Grumet, M. R. Generations:Reconceptualist Curriculum Theory and Teacher Education[J]. Journal of Teacher Education,1989,40(1):13-17.
[134]Guyton, E.& McIntyre, D. J. Student Teaching and School Experiences[A]. In W. R. Houston (Ed.), Handbook of Research on Teacher Education[C]. New York:Macmillan, 1990.
[135]Haberman, M.& Post, L. Does Direct Experience Change Education Students' Perception of Minority Children? [J]. Midwest Educational Researcher,1992,5(2): 29-31.
[136]Haertel, E. New Forms of Teacher Assessment[A]. In C. Grant (Ed.), Review of Research in Education (Volume 17)[C]. Washington, DC:American Educational Research Association,1991.
[137]Hamel, F. L.& Merz, C. Refraining Accountability:A Preservice Program Wrestles with Mandated Refonn[J]. Journal of Teacher Education,2005,56 (2):157-167.
[138]Hammerness, K. From Coherence in Theory to Coherence in Practice[J]. Teachers College Record,2006,108(7):1241-1265.
[139]Hammerness, K.& Darling-Hammond, L. Meeting Old Challenges and New Demands: The Redesign of the Stanford Teacher Education Program[J]. Issues in Teacher Education, 2002,11(1):17-30.
[140]Hammerness, K., Darling-Hammond, L.& Shulman, L. S. Toward Expert Thinking: How Curriculum Case Writing Prompts the Development of Theory-Based Professional Knowledge in Student Teachers[J].Teaching Education,2002,13(2):221-245.
[141]Hammerness,K., Darling-Hammond.L. et al.(2005). The Design of Teacher Education Program. In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do[C]. San Francisco, CA: Jossey-Bass,2005.
[142]Hansen, K. H. Proposals for Programs:Promise and Performance[J]. The School Administrator, August 1972:9.
[143]Harris, L. B., Salzman, S., Frantz, A., Newsome. J.& Martin, M. Using Accountability Measures in the Preparation of Preservice Teachers to Make a Difference in the Learning of All Students[Z]. Chicago, IL:Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education,2000.
[144]Harter, S. Self and Identity Development[A]. In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold:The Developing Adolescent[C]. Cambridge, MA:Harvard University Press,1990.
[145]Hartnett, A.& Naish, M. Technicians or Social Bandits? Some Moral and Political Issues in the Education of Teachers[A]. In P. Woods (Ed.), Teacher Strategies: Explorations in the Sociology of the School[C]. London:Croom Helm,1980.
[146]Hatton, N.& Smith, D. Reflection in Teacher Education:Towards Definition and Implementation[J]. Teaching and Teacher education,1995,11(1):22-49.
[147]Haynes, D. One Teacher's Experience with National Board Assessment[J]. Educational Leadership,1995,52(8):58-60.
[148]Henry, M. The Effect of Increased Exploratory Field Experiences Upon the Perceptions and Performance of Student Teachers[J]. Action in Teacher Education.1983,5(1-2): 66-70.
[149]Hodenfield, G. K.& Stinnet, T. M. The Education of Teachers:Conflict and Consensus[M]. Engle-wood Cliffs, New Jersey:Prentice-Hall, Inc.,1961.
[150]Hodgkinson, H. L. Diversity Comes in All Sizes and Shapes[J]. School Business Affairs, 1997,63(4):3-7.
[151]Hodgkinson, H. Educational Demographics:What Teachers Should Know[J]. Educational Leadership,2001,58(4):6-11.
[152]Hollins, E. R.& Guzman, M. T. Research on Preparing Teachers for Diverse Populations[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, New Jersey:Lawrence Erlbaum Associates, Inc.,2005.
[153]Holmes Group, Tomorrow's Teachers[R]. East Lansing, MI:Holmes Group.1986.
[154]Holt-Reynolds, D. Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work[J]. American Educational Research Journal,1992,29(2):325-349.
[155]Houston, W. R.& Jones, H. L. Three Views of Competency-Based Teacher Education: Ⅱ University of Houston. CBTE:Applying Systems Theory to Program Design. Fastback 49[M]. Bloomington, IN:Phi Delta Kappa Educational Foundation,1974.
[156]Houston, W. R.& Pierson, M. E. Preparing Teachers for a Global Society That Is Unknown to Teacher Educators[J]. Teacher Education and Practice,2008,21(4):479-481.
[157]Hunter, W. J. The Seven-Fold Path:Teaching Writing in the Knowledge Society[J]. College Quarterly,2010,13(1):1-6.
[158]Ingersoll, R. Is There Really a Teacher Shortage? A Report Co-Sponsored by the Center for the Study of Teaching and Policy and the Center for Policy Research in Education[R]. Seattle, WA:Center for the Study of Teaching and Policy, University of Washington, 2003.
[159]Interstate New Teacher Assessment and Support Consortium. Model Standards for Beginning Teacher Licensing and Development:A Resource for State Dialogue[S]. Washington, D.C.:Council of Chief State School Offices,1992.
[160]Interstate New Teacher Assessment and Support Consortium, Model Standards for Licensing New Teachers[R]. Washington D.C.:Interstate New Teacher Assessment and Support Consortium,1992.
[161]Interstate New Teacher Assessment and Support Consortium. Model Standards for Licensing General and Special Education Teachers of Students with Disabilities:A Resource for State Dialogue[S]. Washington, D.C.:Council of Chief State School Offices, 2001.
[162]Jay, J. K.& Johnson, K. L. Capturing Complexity:A Typology of Reflective Practice for Teacher Education[J]. Teaching and Teacher Education,2002,18(1):73-85.
[163]Jenlink, P. M. Teacher Education in a Global Society[J]. Teacher Education and Practice, 2008,21(4):424-426.
[164]Joyce, B. Conceptions of Man and Their Implications for Teacher Education[A]. In K. Ryan (Ed.), Teacher Education (74th Yearbook of the National Society for the Study of Education)[C]. Chicago:University of Chicago Press,1975.
[165]Kapel, D. E., Clifford, C. S.& Kapel, M. B. American Educators'Encyclopedia (Revised Edition)[Z]. Westport, CT:Greenwood Press,1991.
[166]Keese, N.& Brown, T. Student Teacher Input and Teacher Work Sample as Part of a Teacher Education Unit Accountability System[Z]. Santa Fe, NM:Paper Presented at the Annual Meeting of the Association of Teacher Educators,2003.
[167]Kelly, E. A. Three Views of Competency-Based Teacher Education:3 University of Nebraska. CBTE:Can It Be Achieved[M]. Bloomington, IN:Phi Delta Kappa Educational Foundation,1974.
[168]Kennedy, M. M. Inexact Sciences Professional Education and the Development of Expertise[J]. Review of Research in Education,1987,14(1):133-167.
[169]Killion, J.& Todnem, G. A Process of Personal Theory Building[J]. Educational Leadership,1991,48(6):14-17.
[170]Kirby, S. N., McCombs, J. S., Barney, H.& Naftel, S. Reforming Teacher Education: Something Old, Something New[M]. Santa Monica. CA:RAND Corporation,2006.
[171]Kirk, D. Beyond the Limits of Theoretical Discourse in Teacher Education:Towards a Critical Pedagogy[J]. Teaching and Teacher Education,1986,2(2):155-167.
[172]Kleinfeld, J. The Special Virtues of the Case Method in Preparing Teachers for Minority Schools[J]. Teacher Education Quarterly,1990,17(1):43-51.
[173]Kleinfeld, J. The Use of Case Studies in Preparing Teachers for Cultural Diversity[J]. Theory Into Practice,1998,37(2):140-147.
[174]Kluckhohn, F.& Strodtbeck, F. Variations in Value Orientations[M]. Evanston, IL:Row, Peterson,1961.
[175]Knight, W. B. Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Art Teacher Education[D]. The Ohio State University,2000.
[176]Knowles, J. G.& Holt-Reynolds, D. Shaping Pedagogies Through Personal Histories in Preservice Teacher Education[J]. Teachers College Record,1991:93(1):87-113.
[177]Koerner, J. D. The Miseducation of American Teachers[M]. Boston:Houghton Mifflin, 1963.
[178]Kohls, L. R. Survival Kit for Overseas Living (2nd Ed.) [M]. Yarmouth. ME:Intercultural, 1984.
[179]Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B.& Wubbels, T. Linking Practice and Theory:The Pedagogy of Realistic Teacher Education[M]. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..2001.
[180]Kunzman, R. Preservice Education for Experienced Teachers:What STEP Teaches Those Who Have Already Taught[J]. Issues in Teacher Education.2002,11(1):99-112.
[181]Kunzman, R. From Teacher to Student:The Value of Teacher Education for Experienced Teachers[J]. Journal of Teacher Education,2003,54(3):241-253.
[182]Labaree, D. F. An Uneasy Relationship:The History of Teacher Education in the University[A]. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J.& Demers, K. E. (Eds.); Handbook of Research on Teacher Education:Enduring Questions in Changing Contexts[C]. New York:Routledge,2008.
[183]Ladson-Billings, G. Preparing Teachers for Diverse Student Populations:A Critical Race Theory Perspective[A]. In A. Iran-Nejad & D. Pearson (Eds.), Review of Research in Education (Vol.24)[C]. Washington D.C.:American Educational Research Association, 1999.
[184]Ladson-Billings, G. Preparing Teachers for Diversity:Historical Perspectives, Current Trends, and Future Directions[A]. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the Learning Profession:A Handbook of Policy and Practice[C]. San Francisco: Jossey-Bass,1999.
[185]Ladson-Billings, G. Crossing Over to Canaan:The Journey of New Teachers in Diverse Classrooms[M]. San Francisco:Jossey-Bass,2001.
[186]Lagemann, E. An Elusive Science:The Troubling History of Education Research[M]. Chicago, IL:University of Chicago Press,2000.
[187]Landsheere, G. De. Concepts of Teacher Education[R]. In Michael J. Dunkin (Ed), The International Encyclopedia of Teaching and Teacher Education[C]. New York:Pergamon Press,1987.
[188]Larrivee, B. Transforming Teaching Practice:Becoming the Critically Reflective Teacher[J]. Reflective Practice,2000,1(3):293-307.
[189]Larrivee, B.& Cooper. J. M. An Educator s Guide to Teacher Reflection[M]. Stamford, CT:Cengage Learning,2005.
[190]Lee. C. D. A Culturally Based Cognitive apprenticeship:Teaching African American High School Students Skills in Literary Interpretation[J]. Reading Research Quarterly. 1995,30(4):608-630.
[191]Lessinger, L. M. Accountability and Humanism:A Productive Educational Complementarity[A]. In C. D. Sabine (Ed.), Accountability:Systems Planning in Education[C]. Homewood, Illinois:ETC Publications,1973.
[192]Levine, A. Educating School Teachers[R]. Washington, DC:Education School Project, 2006.
[193]Lightfoot, C, Cole, M.& Cole, S. The Development of Children (6th Edition) [M]. New York, NY:Worth Publishers,2009.
[194]Lockwood, J., Louis, T.& McCaffrey, D. F. Uncertainty in Rank Estimation: Implications for Value-Added Modeling Accountability Systems[J]. Journal of Educational and Behavioral Statistics,2002.27(3):255-270.
[195]Lorson. K. Making Teacher Work Samples "Work" for Accreditation[J]. Journal of Physical Education, Recreation & Dance,2010,81 (2):54-57.
[196]Loucks-Horsley, S. Professional Development and the Learner Centered School[J]. Theory Into Practice,1995,34 (4):265-271.
[197]Louisiana Board of Regents, Board of Elementary and Secondary Education & The Professional Development Leadership Advisory Council, Guidelines for the Redesign of Post-Baccalaureate Education Programs[EB/OL], http://www.laregentsarchive.com/Academic/TE/redesign guidelines postbacc.pdf. 2010-10-10.
[198]Louisiana Department of Education, Preparing a Teacher Work Sample:Handbook and Forms for the New Teacher[R]. Baton Rouge:Louisiana Department of Education,1997.
[199]Ludlow, L., Pedulla, J., Enterline, S., Cochran-Smith, M., Loftus, F., Salomon-Fernandez, Y.& Mitescu, E. From Students to Teachers:Using Surveys to Build a Culture of Evidence and Inquiry[J]. European Journal of Teacher Educaton,2008,31(4): 319-337.
[200]Ma, L. P. Knowing and Teaching Elementary Mathematics:Teachers'Understanding of Fundamental Mathematics in China and the United States[M]. New York, NY:Routledge, 2010.
[201]Marks, R. Pedagogical Content Knowledge:From a Mathematical Case to a Modified Conception [J]. Journal of Teacher Education,1990,41(3):3-11.
[202]Martinez, E.& Garcia, A. What Is Neoliberalism[EB/OL]. http://www.corpwatch.org/article,php?id=376.2012-4-8.
[203]McCaffrey, D. F., Koretz, D., Lockwood, J. R.& Hamilton, L. S. Evaluating Value-Added Models for Teacher. Accountability[EB/OL]. http://www.rand.org/pubs/monographs/2004/RAND MG158.pdf.2011-12-23.
[204]McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A.& Hamilton, L. S. Models for Value-Added Modeling of Teacher Effects[J]. Journal of Educational and Behavioral Statistics,2004.29(1):67-101.
[205]McConney, A., Schalock, M. D. & Schalock, H. D. Using Indicators of Student Learning in Teacher Evaluation[A]. In J. H. Stronge (Ed.), Evaluating Teaching:A Guide to Current Thinking and Best Practice[C]. Thousand Oakes, CA:Corwin,1997.
[206]McConney, A. A., Schalock, M. D.& Schalock, H. D. Focusing Improvement and Quality Assurance:Teacher Work Samples as Authentic Performance Measures of Prospective Teachers'Effectiveness[J]. Journal of Personnel Evaluation in Education, 1998,11(4):343-363.
[207]McDiarmid. G. W.& Price, J. Prospective Teachers' Views of Diverse Learners:A Study of the Participants in the ABCD Project[R]. East Lansing MI:National Center for Research on Teacher Learning,1990, Research Report 90-6.
[208]Mcfee, G. Reflections on the Nature of Action Research[J]. Cambridge Journal of Education,1993,23(2):173-183.
[209]McMorrow, U. Changing Practices for a Global Society:Voices of Students, Teachers, Principals and University Teacher Educators on Active Learning[J].Irish Educational Studies,2006,25(3):321-335.
[210]Merrow II, J. G. G. The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington, D.C.:National Institute of Education (DHEW),1975.
[211]Merseth, K. K. Cases and Case Methods in Teacher Education[A]. In J. P. Sikula, T. J. Buttery & E. Guyton(Eds.), Handbook of Research on Teacher Education[C]. New York: Macmillan,1996.
[212]Miller, L.& Silvernail, D. L. Learning to Become a Teacher:The Wheelock Way[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation in the Undergraduate Years[C]. Washing D.C.:American Association of Colleges for Teacher Education,2000.
[213]Minstrell, J. Facets of Students'Thinking:Designing to Cross the Gap from Research to Standards-Based Practice[A]. In K. Crowley. C. D. Schunn and T. Okada (Eds.), Designing for Science:Implications for Professional, Instructional, and Everyday Science[C]. Mahwah:Lawrence Erlbaum Associates,2001.
[214]Mishra, R. Knowledge Society and Its Teachers[A]. In R. P. Singh (Ed.), Teaching Teachers for a Knowledge Society[C]. Darya Ganj, New Delhi:Gyan Publishing House, 2008.
[215]Mishra, P.&Koehler, M. J. Technological Pedagogical Content Knowledge:A New Framework for Teacher Knowledge [J]. Teachers College Record,2006,108(6): 1017-1054.
[216]Mitchell. B. M.& Salsbury, R. E. Multicultural Education:An International Guide to Research, Policies, and Programs[M]. Westport, CT:Greenwood Press,1996.
[217]Moll, L. C.& Gonzalez, N. Engaging Life:A Funds of Knowledge Approach to Multicultural Education[A]. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education (2nd Edition)[C]. San Francisco:Jossey-Bass,2004.
[218]Moll, L. C., Amanti. C., Neff, D.& Gonzalez, N. Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms[J]. Theory into Practice, 1992,31(1):132-141.
[219]Morine-Dershimer, G.& Kent, T. The Complex Nature and Sources of Teachers' Pedagogical Knowledge [A]. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge [C]. Dordrecht:Kluwer Academic Publishers,1999.
[220]National Association of State Directors of Teacher Education and Certification. The NASDTEC Manual 2004:Manual on the Preparation and Certification of Educational Personnel (5th Edition) [R]. Sacramento, CA:School Services of California, Inc.,2004.
[221]National Board for Professional Teaching Standards, What Teachers Should Know and Be Able to Do[R]. Arlington VA:NBPTS,1989.
[222]National Board for Professional Teaching Standards. About NBPTS:Five Core Propositions[S]. Arlington VA:National Board for Professional Teaching Standards, 2004.
[223]National Center for Education Statistics. Racial/Ethnic Enrollment in Public Schools (Indicators 5-2011) [EB/OL], http://nces.ed.gov/programs/coe/indicator_ler.asp#info. 2011-09-06.
[224]National Center for Education Statistics. The Nation's Report Card Reading 2002[R]. Washington D.C.:Institute of Education Science, United States Department of Education, 2002.
[225]National Center for Education Statistics. Results of the NAEP 2003 Trial Urban District Assessment[R]. Washington D.C.:Institute of Education Science, United States Department of Education,2003.
[226]National Center for Education Statistics. The Condition of Education 2003[R]. Washington D.C.:Institute of Education Science, United States Department of Education, 2003.
[227]National Commission on Excellence in Education, A Nation at Risk:The Imperative for Educational Reform[R]. Washington, D.C.:National Commission on Excellence in Education,1983.
[228]National Commission on Excellence in Teacher Education, A Call for Change in Teacher Education[R].Washingt.on, D.C.:National Commission on Excellence in Teacher Education,1985.
[229]National Commission on Teaching and America's Future, What Matters Most:Teaching for America's Future[R]. New York:National Commission on Teaching and America's Future,1996.
[230]National Commission on Teaching and America's Future, Doing What Matters Most: Investing in Quality Teaching[R]. New York:National Commission on Teaching and America's Future,1997.
[231]National Council for Accreditation of Teacher Education. Handbook for Initial Accreditation Visits (Draft Copy) [S]. Washington, D.C.:National Council for Accreditation of Teacher Education,2000.
[232]National Council for Accreditation of Teacher Education. Professional Standards for the Accreditation of Schools, Colleges and Departments of Education[S]. Washington D.C.: National Council for Accreditation of Teacher Education,2000.
[233]National Education Association. Financial Incentives for Teachers[M]. Research Bulletin, Vol.37,1959:48.
[234]National Education Goals Panel, Background on the National Education Goals Panel[R]. Washington, D.C.:National Education Goals Panel,1993.
[235]National Governors'Association, Time for Results:The Governors'1991 Report on Education[R]. Washington, D.C.:National Governors'Association,1986.
[236]NCATE Blue Ribbon Panel. Transforming Teacher Preparation Through Clinical Practice:A National Strategy to Prepare Effective Teachers[R]. Washington DC:NCATE, 2010.
[237]Newton, X. Teacher Effectiveness and Pathways into Teaching in California[EB/OL]. http://suse-step.stanford.edu/sites/default/files/teacher effectiveness and pathways into teaching_in_california.pdf.2011-09-12.
[238]Newton, X., Darling-Hammond, L., Haertel, E.& Thomas, E. Value-Added Modeling of Teacher Effectiveness:An Exploration of Stability Across Models and Contexts[J]. Education Policy Analysis Archives,2010,18(23):1-27.
[239]Nieto, S. The Light in Their Eyes:Creating Multicultural Learning Communities[M]. New York:Teachers College Press.1999.
[240]Ogren, C, The American State Normal School:"An Instrument of Great Good. " [M]. New York:Palgrave Macmillan.2005.
[241]Ortuno, M. M. Cross-Cultural Awareness in the Foreign Language Class:The Kluckhohn ModeT[J]. The Modern Language Journal,1991,75(4):449-459.
[242]Osterman, K. P.& Kottkamp, R. B. Reflective Practice for Educators:Improving Schooling Through Professional Development[M]. Thousand Oaks, CA:Corwin Press, 1993.
[243]PACT Consortium, What Is Pact [EB/OL], http://www.pacttpa.org/main/hub.php?pageName=Home,2010-12-9.
[244]Paese, P. C. The Major Challenges Facing Teacher Education in an Increasingly Global Society[J]. Teacher Education and Practice,2008,21(4):470-472.
[245]Palincsar, A. S.& Brown, D. A. Enhancing Instructional Time Through Attention to Metacognition[J]. Journal of Learning Disabilities,1987,20(2):66-75.
[246]Parkerson, D. H.& Parkerson, J. A. The American Teacher:Foundations of Education[M]. New York, NY:Routledge,2008.
[247]Perry, C. M.& Power, B. M. Finding the Truths in Teacher Preparation Field Experiences[J]. Teacher Educator Quarterly,2004,31(2):125-136.
[248]Philips, S. U. Participant Structures and Communicative Competence:Warm Springs Children in Community and Classroom[A]. In C. B. Cazden, V. John-Steiner & D. H. Hymes (Eds.), Functions of Language in the Classroom[C]. New York:Teachers College Press,1972.
[249]Popkewitz, T. S., Tabachnick, B. R.& Zeichner, K. M. Dulling the Senses:Research in Teacher Education[J]. Teaching and Teacher Education,1979,30(5):52-60.
[250]Pothoff, D., Dinsmore, J., Eifler, K., Stirtz, G., Walsh, T.& Ziebarth, J. Preparing for Democracy and Diversity:The Impact of a Community-Based Field Experience on Preservice Teachers'Knowledge, Skills, and Attitudes[J]. Action in Teacher Education, 2000,22(1):79-92.
[251]Price, J. Action Research, Pedagogy and Change:The Transformative Potential of Action Research in Preservice Teacher Education[J]. Journal of Curriculum Studies,2001. 33(1):43-74.
[252]Professional Development Committee of American Association of Law Libraries, What Are Learning Outcomes[EB/OL], http://www.aallnet.org/prodev/outcomes.asp, 2010-11-27.
[253]Pugach, M. C. Research on Preparing General Education Teachers to Work with Students with Disabilities[A]. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education:The Report of the AERA Panel on Research and Teacher Education[C]. Mahwah, New Jersey:Lawrence Erlbaum Associates, Inc.,2005.
[254]Pultorak, E. G. Following the Developmental Process of Reflection in Novice Teachers: Three Years of Investigation[J]. Journal of Teacher Education,1996,47(4):283-291.
[255]Purdy, R. R. The "Breakthrough " in Teacher Education at Vanderbilt[J]. The High School Journal,1960,43(5):202-207.
[256]Ravitch, D. A Brief History of Testing and Accountability[EB/OL], http://www.hoover.org/publications/hoover-digest/article/7286.2002-10-30.
[257]Reiman, A. J. The Evolution of Social Role-Taking and Guided Reflection Framework in Teacher Education:Recent Theory and Quantitative Synthesis of Research[J].Teaching and Teacher Education,1999,15(6):507-612.
[258]Richert, A. E. Narratives That Teach:Learning About Teaching From the Stories Teachers Tell[A]. In N. Lyons & V. LaBoskey (Eds.), Narratives Knowing in Teaching: Exemplars of Reflective Teaching, Research and Teacher Education[C]. New York: Teachers College Press,2002.
[259]Risko, V. J., Vukelich, C.& Roskos, K. Preparing Teachers for Reflective Practice: Intentions, Contradictions and Possibilities[J]. Language Arts,2002,80(2):134-144.
[260]Roeser, R. Bringing a "Whole Adolescent" Perspective to Secondary Teacher Education: A Case Study of the Use of an Adolescent Case Study[J]. Teaching Education,2002,13(2): 155-178.
[261]Ross, S. M., Hughes, T. M.& Hill, R. E. Field Experiences as Meaningful Contexts for Learning About Learning[J]. Journal of Educational Research,1981,75(2):103-107.
[262]Rowan, B.& Atkins-Burnett, S. Measuring Teachers'Pedagogical Content Knowledge in Surveys:An Exploratoiy Study [EB/OL]. http://www.sii.soe.umich.edu/documents/pck%20final%20report%20revised %20BR 100901.pdf.2001-10-16.
[263]Rubin, D. B., Stuart, E. A., Zanutto, E. L. A Potential Outcomes View of Value-Added Assessment in Education[J]. Journal of Educational and Behavioral Statistics,2004,29(1): 103-116.
[264]Rust, F. Professional Conversations:New Teachers Explore Teaching Through Conversation, Story, and Narrative[J]. Teaching and Teacher Education,1999,15(4): 367-380.
[265]Sadker, M. P.& Sadker, D. M. Teachers, Schools, and Society[M]. New York: McGraw-Hill Companies, Inc.,2000.
[266]Sanders, W. L.& Horn, S. P. Research Findings from the Tennessee Value-Added Assessment System (TVASS) Database:Implications for Educational Evaluation and Research[J]. Journal of Personnel Evaluation in Education,1998,12(3):247-256.
[267]Sass, T. The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy[EB/OL]. http://www.urban.org/uploadedpdf/1001266 stabilitvofvalue.pdf.2011-12-23.
[268]Schalock, H. D. Student Progress in Learning:Teacher Responsibility, Accountability, and Reality[J]. Journal of Personnel Evaluation in Education,1998,12 (3):237-246.
[269]Schalock, H. D., Schalock, M. D.& Myton, D. Effectiveness:Along with Quality: Should Be the Focus[J]. Phi Delta Kappa,1998,79 (6):468-470.
[270]Schalock, M. D. Accountability, Student Learning, and the Preparation and Licensure of Teachers:Oregon's Teacher Work Sample Methodology[J]. Journal of Personnel Evaluation in Education,1998,12 (3):269-285.
[271]Schmidt W. H., Houang, R., McKnight C. C. Value-Added Research:Right Idea but Wrong Solution?[A]. In R. Lissitz (Ed.) Value-added Models in Education:Theory and Applications[C]. Maple Grove, MN:JAM Press,2005.
[272]Schon, D. A. The Reflective Practitioner:How Professionals Think in Action[M]. New York:Basic Books,1983.
[273]Schon, D. A. Educating the Reflective Practitioner:Toward a New Design for Teaching and Learning in the Profession[M]. San Francisco:Jossey-Bass,1987.
[274]Schon, D. A. Coaching Reflective Teaching[A]. In P. P. Grimmett & G. L. Erickson(Eds.), Reflection in Teacher Education[C]. New York:Teachers College Press,1988.
[275]Schubert, W. H. Reconceptualizing and the Matter of Paradigms[J]. Teaching and Teacher Education,1989,40(1):27-32.
[276]Sedlak, M. & Schlossman, S. Who Will Teach? Historical Perspectives on the Changing Appeal of Teaching as a Profession[M]. Santa Monica, CA:Rand Corp.,1986.
[277]Selwyn, D. Highly Quantified Teachers:NCLB and Teacher Education[J]. Journal of Teacher Education,2007,58(2):124-137.
[278]Shank, R. C. A Vision of Education in the 21st Century[J]. Technology Horizons in Education (T.H.E.) Journal,2000:27(6):42-45.
[279]Shanker, A. Hazards of Competency-Based Education[A]. In. J. G. G. Merrow Ⅱ (Ed.), The Politics of Competence:A Review of Competency-Based Teacher Education[C]. Washington, D.C.:National Institute of Education (DHEW),1975.
[280]Sharma, B. L. Reforms in Teacher Training[M]. Jaipur, India:ABD Publishers,2009.
[281]Shulman, L. S. Paradigms and Research Programs in the Study of Teaching:A Contemporary Perspective[A]. In M. C. Witrock (Eds.), Handbook of research on teaching[C]. New York. NY:Macmillan,1986.
[282]Shulman, L. S. Those Who Understand:Knowledge Growth in Teaching [J]. Educational Researcher,1986,15(2):4-14.
[283]Shulman, L. S. Knowledge and Teaching:Foundations of the New Reform[J]. Harvard Educational Review,1987,57(1):1-22.
[284]Shulman, L. S. Toward a Pedagogy of Cases[A]. In J. Shulman (Ed.), Case Methods in Teacher Education[C]. New York:Teachers College Press,1992.
[285]Shulman, L. S. Portfolios in Historical Perspective[Z]. Cambridge, Mass.:Presentation at Portfolios in Teaching and Teacher Education Conference,1994.
[286]Shulman, L. S. Just in Case:Reflections on Learning From Experience[A]. In J. Colbert. K. Trimble & P. Desberg (Eds.), The Case for Education:Contemporary Approaches for Using Case Methods[C]. Boston:Allyn and Bacon,1996.
[287]Shultz, S. Assessing Growth in Teacher Knowledge[J]. Issues in Teacher Education, 2002,11(1):49-64.
[288]Singer-Gabella, M. & Tiedemann, P. Tasks and Trajectories in Learning to Teach[J]. Curriculum Studies,2008,40 (4):457-480.
[289]Singh, S. P. Teacher Education in the 21s Century:Promoting Health, Nutrition and Healthy Behaviors[A]. In R. P. Singh (Ed.), Teaching Teachers for a Knowledge Society[C]. Darya Ganj, New Delhi:Gyan Publishing House,2008.
[290]Sleeter, C. E. White Preservice Students and Multicultural Education Coursework[A]. In J. M. Larkin & C. E. Sleeter (Eds.), Developing Multicultural Teacher Education Curricula[C]. Albany, NY:State University of New York,1995.
[291]Sleeter, C. E.& Grant, C. A. Making Choices for Multicultural Education:Five Approaches to Race, Class, and Gender[M]. New York, NY:John Wiley & Sons, Inc., 2003.
[292]Smith, J. E.& Schindler, W. J. Certification Requirements of General Educators Concerning Exceptional Pupils[J]. Exceptional Children,1980,46(5):394-396.
[293]Snyder, J. Knowing Children-Understanding Teaching:The Developmental Teacher Education Program at the University of California, Berkeley[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education:Preparation at the Graduate Level[C]. Washing DC:American Association of Colleges for Teacher Education,2000.
[294]Solhaug, T. New Public Management in Educational Reform in Nonray[J]. Policy Futures in Education,2011,9(2):267-279.
[295]Southern Regional Education Board, Improving Teacher Education:An Agenda for Higher Education and the Schools[R]. Atlanta, GA:Southern Regional Education Board, 1985.
[296]Sparks, D. A Paradigm Shift in Staff Development[J]. Journal of Staff Development, 1994,15 (4):26-29.
[297]Sparks, D.& Hirsh, S. New Vision for Staff Development[M]. Alexandria, VA: Association for Supervision and Curriculum Development,1997.
[298]Sprinthall, N. A. Meeting the Development Needs of Pupils:Toward Effective Classroom Guidance[A]. In M. C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher[C]. New York:Pergamon Press,1989.
[299]Stachowski, L. L.& Mahan, J. M. Cross-Cultural Field Placements:Student Teachers Learning from Schools and Communities[J]. Theory into Practice,1998,37(2):155-162.
[300]Stein, M. K., Smith, M. S.& Silver, E. A. The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways[J]. Harvard Educational Review, 1999,69 (3):237-269.
[301]Study of Personnel Needs in Special Education. General Education Teachers'Role in Special Education (Fact Sheet) [EB/OL], http://ferdig.coe.ufl.edu/spense/,2011-09-18.
[302]Sunal, D. W. Effect of Field Experience During Elementary Methods Courses on Preservice Teacher Behavioral Journal of Research in Science Teaching.1980,17(1): 17-23.
[303]Tabachnick, R. B.& Zeichner, K. M. Preparing Teachers for Cultural Diversity[J]. Journal of Eudcation for Teaching,1993,19(4):113-124.
[304]Tamir, P. Subject Matter and Related Pedagogical Knowledge in Teacher Education [J]. Teaching and Teacher Education,1988,4 (2):99-110.
[305]Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy, A Nation Prepared:Teachers for the 21st Century[R]. Hyattsville, MD:Carnegie Forum on Education and the Economy,1986.
[306]Tatum, B. D. Lighting Candles in the Dark:One Black Woman's Response to White Antiracist Narratives[A]. In C. Clark & J. O'Donnell (Eds.), Becoming and Unbecoming White; Owning and Disowning a Racial Identity[C]. Westport, CT:Bergin and Garvey, 1999.
[307]Taylor, P. A. Teacher Educators'Role in Promoting the Tenets of Multicultural Education[Z]. Point Clear, AL:Paper Presented at the Annual Meeting of the Mid-South Educational Research Association,1999.
[308]The Carnegie Corporation of New York, About Teacher for a New a[EB/OL]. http://www.teachersforanewera,org/index.cfm?fuseaction=home.aboutTNE,2012-1-4.
[309]Tolofari, S. New Public Management and Education[J]. Policy Futures in Education. 2005,3(1):75-89.
[310]Tom, A. R. Redesigning Teacher Education[M]. Albany, NY:State University of New: York Press,1997.
[311]Tracz, S. M., Sienty, S.& Mata, S. The Self-Reflection of Teachers Compiling Portfolios for National Certification:Work in Progress[Z]. Chicago:Paper Presented at the Annual Meeting of the American Association of Colleges of Teacher Education,1995.
[312]Tuinamuana, K. Reconstructing Dominant Paradigms of Teacher Education Possibilities for Pedagogical Transformation in Fiji[J]. Asia-Pacific Journal of Teacher Education,2007,35(2):111-127.
[313]Turner-Bisset_R. The Knowledge Bases of the Expert Teacher [J]. British Educational Research Journal,1999,25 (1):39-55.
[314]Uibu, K.& Kikas. E. The Roles of a Primary School Teacher in the Information Society[J]. Scandinavian Journal of Educational Research,2008,52(5):459-480.
[315]Unger, H. G. Encyclopedia of American Education[Z]. New York:Facts On File Inc., 1996.
[316]United States Act of Congress, Goals 2000:Educate America Act[EB/OL], http://www2.ed.gov/legislation/GOALS2000/TheAct/index.html.2010-10-10.
[317]United States Act of Congress, No Child Left Behind Act of 2001[EB/OL], http://www2.ed.gov/policy/elsec/leg/esea02/index.html2002,2010-10-6.
[318]United States Bureau of the Census, Children Who Speak a Language Other Than English at Home:1979 to 1999 (from:Statistical Abstracts of the United States 2001-2005:Section 4 Education) [EB/OL], http://www.census.gov/prod/2004pubs/04statab/educ.pdf,2011-09-06.
[319]United States Bureau of the Census, Educational Attainment by Race and Hispanic Origin:1970 to 2009 (from:Statistical Abstracts of the United States 2011:Section 4 Education) [EB/OL], http://www.census.gov/prod/2011 pubs/11statab/educ.pdf, 2011-09-06.
[320]United States Department of Education, A Blueprint for Reform:The Reauthorization of the Elementary and Secondary Education Act[EB/OL]. http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf.2011-11-17.
[321]United States Department of Education, Office of Special Education Programs. To Assure the Free, Appropriate Public Education of All Children with Disabilities: Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) [R]. Washington, D.C.:U. S. Government Printing Office.2002.
[322]United States Department of Education, Race to the Top:Accelerating College and Career Readiness in States[EB/OL]. http://www.achieve.org/Racetothetop,2010-10-10.
[323]United States Government, State of the Union 2012:Obama Speech Transcript [EB/OL]. http://www.washingtonpost.com/politics/state-of-the-union-2012-obama-speech-excerpts/ 2012/01/24/gIQA9D3QOQ_story 3.html.2012-2-27.
[324]Urban, W. J. Historical Studies of Teacher Education[A]. In W. R. Houston, M. Haberman & J. Silkula (Eds.), Handbook of Research on Teacher Education[C]. New York:MacMillan,1990.
[325]Valli, L. Listening to Other Voices:A Description of teacher Reflection in the United States[J]. Peabody Journal of Education,1997,72(1):67-88.
[326]van Driel, J. H., Beijaard, N.& Verloop, N. Professional Development and Reform in Science Education:The Role of Teachers'Practical Knowledge[J].Journal of Research in Science Teaching,2001,38(2):137-158.
[327]van Driel, J. H., Verloop, N.& de Vos, W. Developing Science Teachers'Pedagogical Content Knowledge[J]. Journal of Research in Science Teaching,1998,35(6):673-695.
[328]Van Manen, M. Reflective and the Pedagogical Moment:The Normativity of Pedagogical Thinking and Acting[J]. Journal of Curriculum Studies,1991,23(6): 507-536.
[329]Van Manen, M. Linking Ways of Knowing with Ways of Being Practical[J]. Curriculum Inquiry,1977,6(3):205-228.
[330]Villegas, A. M.& Lucas, T. Educating Culturally Responsive Teachers:A Coherent Approach[M]. Albany:State University of New York Press,2002.
[331]Vlasceanu, L., Grunberg, L.& Parlea, D., Quality Assurance and Accreditation:A Glossary of Basic Terms and Definitions (Bucharest. UNESCO-CEPES) [Z]. Papers on Higher Education (ISBN 92-9069-178-6),2004.
[332]Vogler, D. E. An Introduction and Overview of Competency-Based Teacher Education (CBTE) [Z]. Ortonville, Michigan:Paper Presented at M. C. I. A. T. E. Annual Conference,1973.
[333]Walmsley, A. L. E. A History of Mathematics Education During the Twentieth Century[M]. Lanham, Md:University Press of America,2007.
[334]Wenglinsky. H. The Link Between Teacher Classroom Practices and Student Academic Performance[J]. Education Policy Analysis Archives,2002,10(12):1-30.
[335]West. R. C. Is a New Paradigm in Teacher Education Possible[J]. Educational Forum, 1986,50(4):455-464.
[336]Western Oregon University, Teacher Work Sample Methodology[EB/OL]. http://www.twsm.org/twsm-overview.htm,2011-12-6.
[337]Wideen, M., Mayer-Smith, J.& Moon, B. A Critical Analysis of the Research on Learning to Teach:Making the Case for an Ecological Perspective on Inquiry[J]. Review of Educational Research,1998,68(2):130-178.
[338]Wilson, S. M., Floden, R. E.& Ferrini-Mundy, J. Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations[R]. Seattle, WA:Center for the Study of Teaching and Policy,2001.
[339]York-Barr, J., Sommers, W. A., Ghere, G. S.& Montie, J. Reflective Practice to Improve Schools [M]. Thousand Oaks, CA:Corwin Press,2006.
[340]Zeichner, K. M. Alternative Paradigms of Teacher Education[J]. Journal of Teacher Education,1983,34(3):3-9.
[341]Zeicher, K. Ability-Based Teacher Education:Elementary Teacher Education at Alverno College[A]. In L. Darling-Hammond(Ed.), Studies of Excellence in Teacher Education: Preparation in the undergraduate Years[C]. Washing DC:American Association of Colleges for Teacher Education.2000.
[342]Zeichner, K. M.& Hoeft, K. Teacher Socialization for Cultural Diversity[A]. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (2nd Edition) [C]. New York:Macmillan,1996.
[343]Zeichner, K. M.& Howey, K. R. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students[J]. Teachers College Record.2003,105(3):490-519.
[344]Zeichner, K. M.& Liston, D. P. Teaching Student Teachers to Reflect[J].Harvard Educational Review,1987,57(1):23-48.
[345]Zeichner, K. M.& Liston. D. P. Traditions of Reform in U.S. Teacher Education[J]. Journal of Teacher Education,1990,41(2):3-20.
[346]Zeichner, K. M.& Noffke, S. E. Practitioner Research[A]. In V. Richardson (Ed.), Handbook of Research on Teaching (4th Edition)[C]. Washington D.C.:American Educational Research Association,2001.
[347]Zembylas, M. Emotional Ecology:The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching[J]. Teaching and Teacher Education,2007, 23(4):355-367.
[348]Zimpher. N. L. Adapting Supervisory Practices to Different Orientations of Teaching Competence[J].Journal of Curriculum and Supervision,1987.2(2):101-127.
[349]Zimpher, N. L.& Ashburn, E. A. Studying the Professional Development of Teachers: How Conceptions of the World Inform the Research Agenda[J]. Journal of Teacher Education.1985,36(6):16-26.