把握国际动态· 聚焦学术前沿· 助力教师成长
本期概要
【一】
推荐人：
李广平，东北师范大学教育学部教授，博士生导师。
推荐语：
在实际教育情境中，教师所遇到的很多问题都关涉伦理道德，因此教师教育不仅需要培养师范生的个人道德性，也需要培养师范生处理涉及伦理道德问题的能力，然而我们对师范生应对伦理道德问题能力的发展状况却知之甚少。本文以挪威新入职教师为研究对象，运用叙事学的研究方法，探究入职第一年新教师可能遇到的伦理困境以及他们的应对策略，对我们思考中国教育情境下教师可能面对的职业伦理困境以及培养教师的应对能力等具有一定的启发借鉴意义。
推荐文章：
Ethical aspects of professional dilemmas in the first year of teaching
ABSTRACT：Education is described as a moral enterprise and many of the professional dilemmas teachers encounter have an ethical aspect. Research on ethical situations that novice teachers experience, however, seems to be limited, and we know little about how teacher education can prepare student-teachers for dealing with ethical issues. In this article a narrative approach is used to examine what kind of dilemmas with ethical aspects new teachers in upper secondary school in Norway may experience. The findings suggest that their dilemmas are related to the induction phase in teaching, and that the students are unprepared for dealing with these dilemmas. Based on what we learned from the new teachers, we suggest various implications for teacher education about how to prepare future teachers for handling the variety of professional dilemmas including ethical aspects they are likely to meet.
文章来源：
Marit Ulvika, Kari Smithb，Ingrid Hellevea. Ethical aspects of professional dilemmas in the first year of teaching[J]. Professional Development in Education, 2017,43(2): 236–252.
【二】
推荐人：
邓涛，东北师范大学教育学部副教授，博士生导师。
推荐语：
近年来，为了提高教师教育的质量，大学的教师教育项目不断探索如何在教师培养过程中强化师范生的反思，尤其是在教育实习中，教师反思常被视为提高师范生实习质量的“灵丹妙药”。尽管从现实来看，反思常常并没有带来如人们所期望的好结果，但鲜有人对教师培养中的反思进行审视。这实际上不利于反思作为教师专业发展途径的自身完善，当然也难以运用反思来提升教师培养质量。因此，为了进一步对反思进行完善，本文从理论、实践、方法等维度出发，对职前教师教育中的反思进行了全面检视和批判，指出了反思在上述方面存在的问题，这对于人们理性地看待反思、完善反思、提高教师培养质量确有裨益。
推荐文章：
Reflective practice in initial teacher training: critiques and perspectives
ABSTRACT：Although reflective practice is now a key competency in many teacher training programs, the theoretical grounding remains problematic and the empirical approaches diverse. With the aim of advancing our understanding of the limitations of reflective practice in initial teacher training, this article draws a critical portrait of reflective practice in terms of theory, practice and methodology based on a review of the literature. We conclude by underscoring the need for a shared terminology and definition for reflective practice in initial training programs; currently, the lack of a clear concept hinders its operationalization in teacher training and its development in empirical research.
文章来源：
Simon Collin, Thierry Karsenti, Vassilis Komis. Reflective practice in initial teacher training: critiques and perspectives[J]. reflective practice, 2013, 14(1):104-117.
【三】
推荐人：
徐鹏，东北师范大学文学院副教授，博士生导师。
推荐语：
近年来，国务院、教育部等国家机构颁布了很多有关教师教育改革的政策文件。这些政策聚焦哪些有意义的主题，它们如何影响我国教师教育变革？它们的形成和实施受到哪些情境和体制因素的影响？北京师范大学叶菊艳、朱旭东等学者围绕这些问题展开深入探究。他们选择具有影响力的21个教师教育改革政策文件进行系统分析。通过分析发现这些政策文件主要聚焦五个主题：教师教育机构多样化扩展，通过升级、撤并机构和学院优化教师教育体系结构，变革教师职前教育、教师教育课程和教育实习模式，教师资格认证和考试，加强乡村学校师资建设。他们认为，我国教师教育内涵的模糊性，自上而下的变革方式，教育机会公平问题，以及欠发达地区师资建设等因素都影响着教师教育政策的形成和实施。该论文在教师教育文件分析理路、政策主题凝练、未来研究空间等方面为我们带来诸多启示。
推荐文章：
Reform of teacher education in China: a survey of policies for systemic change
ABSTRACT：This paper adopts an inductive analytical approach to reviewing the major state policies to reform teacher education in China. Based on the perceived impact on teachers and teacher education, 21 policy documents have been selected for this review. Five themes emerge in the analysis, which include: Expansion of teacher education by institutional diversification; structural changes through upgrading, merging and eliminating institutions and school; innovations on modes of teacher preparation, curricula and teaching practicum; diversification and examinations; and strengthening teacher supply for the rural schools. The paper also analyses the contextual and systemic factors that affect the formulation and implementation of reform policies in teacher education and critically reflect the effect of these policies on Chinese teacher education.
文章来源：
Ye J , Zhu X , Lo L N K . Reform of teacher education in China: a survey of policies for systemic change[J]. Teachers & Teaching, 2019，25（7）：757—781.
【四】
推荐人：
尹爱青，东北师范大学音乐学院教授，博士生导师。
推荐语：
本研究立足中小学音乐教师教学能力，探究音乐教师“教什么”，“如何教”与教师教学能力之间的关系。运用统计学的方法通过编制音乐教师高等教育背景问卷，音乐教师专业能力问卷以及音乐课堂教学内容问卷，分析探究音乐教师高等教育背景、音乐教师教学能力以及中小学音乐教学内容三者之间的关系。研究发现，音乐教师教学能力是影响音乐创作教学最为重要的因素。不同水平、不同类型、不同教育背景的音乐教师在音乐创作领域的教学中存在着显著的差异。
推荐文章：
Why school music teachers teach the way they do: a search for statistical regularities
ABSTRACT：This article explores the relationships between teachers’ competence and the content of their music lessons. Previous research suggests that the content of music in primary and lower secondary schools is influenced not only by curricular issues, but also by the teachers’ competence. Survey data from 135 Norwegian teachers, ranging from generalist teachers to specialist music teachers and musicians, is used to examine the details of this relationship. First, the correlation between higher education music studies and selected music teaching competences are investigated. Second, the correlation between competence and the different types of content are examined. Lastly the correlation between competence and content that concerns music making is investigated, and compared with the variables school grade and teachers’ gender. The results first identify six competences that correlate significantly with higher education music studies (the Competence Scale). Further, the study finds that several content areas correlate with competence: performance, composing, music history, improvising, music theory and music listening prepared by the teacher. The results also indicate that competence is the single most important factor stimulating music making in schools. There is, however, reason to believe that different teachers carry out different types of music making, since statistical analysis of the scale identified two broad forms of music making. Whether these two forms are the preferred music making content of trained and untrained teachers, of different school grades, of instrumentalist and vocalist teachers, or the preferred forms of practice of men and women is however uncertain.
文章来源：
Saetre J H . Why school music teachers teach the way they do: a search for statistical regularities[J]. Music Education Research, 2018, 20(3):1-14.
【五】
推荐人：
何劲鹏，东北师范大学体育学院教授，博士生导师。
推荐语：
健全人格和锤炼意志是新时代赋予学校体育的新内涵。文章有助于凸显学校体育对培养学生完善人格的独特价值;强化了学生终身体育意识与意志品质的培养;有助于处理好学校体育与教育、卫生、保健等工作关系，以期为改进与完善当前我国学校体育工作提供借鉴与参考。
推荐文章：
朱光潜体育教育观及其启示
薛岚 金赛英 姜哲挺 李启迪
浙江师范大学体育与健康科学学院 浙江师范大学行知学院
摘要：朱光潜的体育教育观散见于对其教育观的研究中。这些观点至今仍对我国学校体育的改革与发展具有重要借鉴与启示价值。运用文献资料、历史分析等方法对朱光潜的体育教育观进行了系统地梳理与总结。结果认为,朱光潜体育教育观主要表现为6个方面:强调"全人教育"必需重视体育;倡导通过体育运动改变社会风气;反对选手体育,提倡普及体育;提倡终身体育;注重体育与卫生、优生、保健相结合;重视体育对心理健康的重要促进作用。对当下我国学校体育改革与发展的启示是:有助于凸显学校体育对培养学生完善人格的独特价值;有助于做好学校体育的普及工作;有助于学生终身体育意识与行为的培养;有助于处理好学校体育与卫生、保健等工作关系,以期为改进与完善当前我国学校体育工作提供借鉴与参考。
文章来源：
薛岚,金赛英,姜哲挺,李启迪.朱光潜体育教育观及其启示[J].北京体育大学学报,2017,40(08):70-75.
教师教育研究院
2020年5月29日
