體驗區
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| 篇名 |
在国际博士课程中培养职前教师教育者文化回应性素养的教学策略研究
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| 並列篇名 |
A Study on the Instructional Strategies of Fostering Pre-Service Teacher Educators’ Culturally Responsive Competencies in International Doctoral Courses
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| 作者 |
王雪薇(WANG Xue-wei)
、廖伟(LIAO Wei)
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| 中文摘要 |
本研究基于文化回应性教学理论视角，以博士层次教师教育国际课程为例，采用以视频为线索的民族志个案研究方法，通过对课堂视频、教师反思日志与叙事访谈文本进行分析，探索如何在国际博士课程中培养职前教师教育者与教学关系、知识观、角色定位有关的文化回应性素养。研究发现三项有助于提升职前教师教育者文化回应性素养的教学策略：第一，创设全员参与式情境，建立互尊互惠的专业学习共同体关系；第二，运用生成性教学手段，形成开放多元的专业知识观；第三，组织跨边界学习，发展具有文化包容性的专业角色定位。该研究拓展和丰富了文化回应性教学理论，并为我国“一带一路”战略背景下的教师教育国际化研究与实践提供启示。
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| 英文摘要 |
From the theoretical perspective of culturally responsive pedagogy, this study uses video-cued ethnographic case study to explore how to foster pre-service teacher educators’ culturally responsive competencies in a foundation course of the first international teacher education doctoral program in mainland China. By analyzing video clips of classroom teaching, the instructor’s reflection journals, and interview transcripts, three teaching strategies are found to be effective in fostering pre-service teacher educators’ culturally responsive competencies regarding pedagogical relationships, views of knowledge, and role positioning. First, create an environment in which all students can participate to establish a professional learning community of mutual respect and benefit. Second, adopt generative teaching strategies to form an open-minded and diversified view of professional knowledge. Third, organize cross-boundary learning to develop culturally inclusive roles for pre-service teacher educators. This study can extend and enrich the theory of culturally responsive pedagogy. It also suggests practical implications for how to further internationalize teacher education and how to study this phenomenon against the background of “The Belt and Road Initiative”.
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| 頁次 |
100-106
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| 關鍵詞 |
文化回应性教学
、文化回应性素养
、职前教师教育者
、以视频为线索的民族志
、culturally responsive pedagogy
、culturally responsive competency
、pre-service teacher educator
、video-cued ethnography
、CSSCI
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| 卷期 |
33:4
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| 日期 |
202107
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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