美国社区学院学前教师职前培养模式:背景、现状及策略
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摘要
美国社区学院在普及高等教育方面发挥着重要作用,社区学院作为学前教师职业培养的主要机构之一,包含特定岗位学前教育工作者、应用类副学士学位学前教师、转学类副学士学位学前教师三种主要的职前培养类型。此外还有学士学位、学士后/选择性教师证书制与专业发展等其他职前培养类型。现阶段,社区学院在学前教师职前培养过程中面临着接受教育不稳定、课程设置存在差异、转学困难等挑战。基于此,美国各州开始重视提升社区学院应用型副学士学位课程的质量,如增加授课的灵活性、采用新的教学模式、丰富课程设置形式;并增加社区学院转学类副学士学位课程的设置,如使用"递进式"证书体系、加强转学制度的清晰度、采用"先前学习学分"制度等。我国在学前教师职前培养方面可以采取优化学前教师职前培养模式、推动中等师范学校转型发展和完善现有专升本制度等手段。
Community colleges in the United States play an important role in popularizing higher education. Asone of the main institutions of pre-school teacher vocational training, community colleges include three main typesof pre-service training: Certificates Focused on Preparing Professionals for Specific Roles, Terminal Associate Degrees, and Associate Degrees that Transfer. There are also other types of pre-service training such as Bachelor's Degree, Post-Baccalaureate/Alternative Teacher Certification and Professional Development. At present, communitycolleges are faced with challenges such as unstable education, differences in curriculum setting and difficulty intransferring preschool teachers in the preservice training process. Based on this, American states begin to attachimportance to improving the quality of applied associate degree programs in community colleges, such as increasingthe flexibility of teaching, adopting new teaching modes, and enriching the curriculum settings. What's more, American states begin to increase the setting of associate degree courses in community colleges, such as using "StackableCredentials", strengthening the clarity of transfer system, and adopting "Credit for prior learning" system. This sug-gests that China can improve the pre-service training mode of preschool teachers, promote the transformation anddevelopment of secondary normal schools and strengthen the students upgrading system from junior college to university.
Community colleges in the United States play an important role in popularizing higher education. Asone of the main institutions of pre-school teacher vocational training, community colleges include three main typesof pre-service training: Certificates Focused on Preparing Professionals for Specific Roles, Terminal Associate Degrees, and Associate Degrees that Transfer. There are also other types of pre-service training such as Bachelor's Degree, Post-Baccalaureate/Alternative Teacher Certification and Professional Development. At present, communitycolleges are faced with challenges such as unstable education, differences in curriculum setting and difficulty intransferring preschool teachers in the preservice training process. Based on this, American states begin to attachimportance to improving the quality of applied associate degree programs in community colleges, such as increasingthe flexibility of teaching, adopting new teaching modes, and enriching the curriculum settings. What's more, American states begin to increase the setting of associate degree courses in community colleges, such as using "StackableCredentials", strengthening the clarity of transfer system, and adopting "Credit for prior learning" system. This sug-gests that China can improve the pre-service training mode of preschool teachers, promote the transformation anddevelopment of secondary normal schools and strengthen the students upgrading system from junior college to university.
引文
[1]陈时见,何茜.幼儿园课程的国际比较--侧重幼儿园课程设置的经验、案例与趋势研究[M].重庆:西南师范大学出版社,2011:1-36.
[2]霍力岩,孙蔷蔷,胡恒波.学前比较教育[M].上海:华东师范大学出版社,2017:131-145.
[3]王少妮.美国幼教师资职前培养体系研究[D].成都:四川师范大学,2008:1-55.
[4]任培培.美国职前教师培养模式发展研究[D].桂林:广西师范大学,2017:1-72.
[5]刑栋.美国社区学院发展历程分析[J].中国成人教育,2017(4):155-157.
[6]彭跃刚.美国社区学院发展与改革研究[D].上海:华东师范大学,2017:25-52.
[7]杨晓萍,何孔潮.美国幼儿教师职前培养的历史、现状与走向[J].比较教育研究,2013(2):9-16.
[8]Community College Resource Center.Community College FAQs[EB/OL].[2019-03-29].https://ccrc.tc.columbia.edu.
[9]曾萍莉.“2+2”模式下的副学士学位层次教师培养研究-以美国马里兰阿雷格尼学院小学教育专业为例[J].教学研究,2015(4):13-18.
[10]Thomas R.Bailey,Irina E.Averianova.Multiple Missions of Community Colleges:Conflicting or Complementary?[R].New York:Community College Research Center Teachers College,Columbia University,1999:1-6.
[11]US Department of Education.Office of Career,Technical,and Adult Education.Community College Facts at a Glance[EB/OL].[2019-03-29].https://www2.ed.gov/about/offices/list/ovae/pi/cclo/index.html.
[12]Marnie Kaplan.It Takes a Community:Leveraging Community College Capacity to Transformthe Early Childhood Workforce[R].Bellwether Education Partners,2018:1-53.
[13]Marnie Kaplan,Sara Mead.The Best Teachers for Our Littlest Learners?Lessons from Head Start’s Last Decade[R].Washington,DC:Bellwether Education Partners,2017:1-50.
[14]The Community College Baccalaureate Association.“Baccalaureate Conferring Institutions”[EB/OL].[2019-03-30].https://www.accbd.org/wp-content/uploads/2013/10/ConferringInstitutions.pdf?ct=US&stp=CO.
[15]Marnie Kaplan.It Takes a Community:Leveraging Community College Capacity to Transform the Early Childhood Workforce[R].Bellwether Education Partners,2018:1-53.
[16]Jennifer Ma,Sandy Baum.Trends in Community Colleges:Enrollment,Prices,Student Debt,and Completion[R].The College Board,2016:1-23.
[17]董衍美.美国先前学习学分的获取路径、实施现状及启示[J].职业技术教育,2015(6):17-26.
(1)托儿所:英文为Pre-kindergarten,又被称为学前幼儿园(例如陈时见教授主编的“幼儿园课程的国际比较”一书中的表述)、前学前班、州立幼儿班(例如邬春芹教授撰写的“美国州立学前教育项目的特点及启示”一文中的表述),本文主要采用的是由霍力岩教授等人主编的《学前比较教育》一书中的表述。
[2]霍力岩,孙蔷蔷,胡恒波.学前比较教育[M].上海:华东师范大学出版社,2017:131-145.
[3]王少妮.美国幼教师资职前培养体系研究[D].成都:四川师范大学,2008:1-55.
[4]任培培.美国职前教师培养模式发展研究[D].桂林:广西师范大学,2017:1-72.
[5]刑栋.美国社区学院发展历程分析[J].中国成人教育,2017(4):155-157.
[6]彭跃刚.美国社区学院发展与改革研究[D].上海:华东师范大学,2017:25-52.
[7]杨晓萍,何孔潮.美国幼儿教师职前培养的历史、现状与走向[J].比较教育研究,2013(2):9-16.
[8]Community College Resource Center.Community College FAQs[EB/OL].[2019-03-29].https://ccrc.tc.columbia.edu.
[9]曾萍莉.“2+2”模式下的副学士学位层次教师培养研究-以美国马里兰阿雷格尼学院小学教育专业为例[J].教学研究,2015(4):13-18.
[10]Thomas R.Bailey,Irina E.Averianova.Multiple Missions of Community Colleges:Conflicting or Complementary?[R].New York:Community College Research Center Teachers College,Columbia University,1999:1-6.
[11]US Department of Education.Office of Career,Technical,and Adult Education.Community College Facts at a Glance[EB/OL].[2019-03-29].https://www2.ed.gov/about/offices/list/ovae/pi/cclo/index.html.
[12]Marnie Kaplan.It Takes a Community:Leveraging Community College Capacity to Transformthe Early Childhood Workforce[R].Bellwether Education Partners,2018:1-53.
[13]Marnie Kaplan,Sara Mead.The Best Teachers for Our Littlest Learners?Lessons from Head Start’s Last Decade[R].Washington,DC:Bellwether Education Partners,2017:1-50.
[14]The Community College Baccalaureate Association.“Baccalaureate Conferring Institutions”[EB/OL].[2019-03-30].https://www.accbd.org/wp-content/uploads/2013/10/ConferringInstitutions.pdf?ct=US&stp=CO.
[15]Marnie Kaplan.It Takes a Community:Leveraging Community College Capacity to Transform the Early Childhood Workforce[R].Bellwether Education Partners,2018:1-53.
[16]Jennifer Ma,Sandy Baum.Trends in Community Colleges:Enrollment,Prices,Student Debt,and Completion[R].The College Board,2016:1-23.
[17]董衍美.美国先前学习学分的获取路径、实施现状及启示[J].职业技术教育,2015(6):17-26.
(1)托儿所:英文为Pre-kindergarten,又被称为学前幼儿园(例如陈时见教授主编的“幼儿园课程的国际比较”一书中的表述)、前学前班、州立幼儿班(例如邬春芹教授撰写的“美国州立学前教育项目的特点及启示”一文中的表述),本文主要采用的是由霍力岩教授等人主编的《学前比较教育》一书中的表述。