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篇名 苏格兰课程改革中的职前教师教育创新:多元叙事分析
並列篇名 Creative Changes of the Scottish Initial Teacher Education in the National Curriculum Reform: Multiple Narrative Analysis of a Scottish Case
作者 周林莎(ZHOU Linsha)
中文摘要 苏格兰的学校教育体系与“职前教师教育”扎根于其独特的“平等理念”和“全纳教育”传统,有别于英国其他地区的教育体系。近十年来,苏格兰深化中小学“卓越课程”改革,带动了“职前教师教育”的创新,进一步发展了以大学为中心、协同当地中小学校的教师发展体系。对该体系的多元叙事分析表明:教师作为校本“卓越课程”的主要设计者,在职前教师教育阶段必须提升反思能力、课程设计能力、参与式教学能力、自主发展性和职业认同感。职前和在职教师必须在教学互动中不断创新课程,拒绝照本宣科,一成不变。
英文摘要 The Scottish school education and initial teacher education differ from those in other parts of the UK, arguably shaped by beliefs in egalitarian and inclusion. In recent decade, the national curriculum of 'Curriculum for Excellence' has been promoted in the Scottish schools, resulting in creative changes in the initial teacher education. These changes contribute to a dynamic system of career-long teacher professional development in Scotland, which features university-school partnership. This study focuses on multiple narratives in the initial teacher education, including public debates, educational policies, and personal narratives from teacher educators and student teachers. Analysis on these narratives suggests that, as the active designer of school-based curriculum, both in-service and preservice teachers are expected to demonstrate competences in reflection, curriculum design, pupil engagement, continuous professional development and commitment, beyond textbook-based teaching..
頁次 060-070
關鍵詞 苏格兰“卓越课程” 职前教师教育 中学教师职业发展 多元叙事分析 Curriculum for Excellence initial teacher education secondary teachers' professional development multiple narrative analysis CSSCI
卷期 43:9
日期 202109
刊名 比較教育研究
出版單位 北京師範大學/研究所