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：
韩继伟，东北师范大学教师教育研究院教授，博士生导师。
推荐语：
这是一篇关于PCK研究的综述性论文。文献综述是开展研究工作的第一步，合格以上的文献综述有三种不同水平：
第一个水平的文献综述能够做到清晰地分类。也就是说这个水平的文献综述能够将某个领域的研究分门别类加以整理，从问题、方法、结论对已有研究一一给予介绍，没有遗漏最新和最经典的研究结果。但这个水平的文献综述还停留在分类整理的层次，不同类别的研究之间由于缺少分析而显得彼此没有联系。
第二个水平的文献综述能够在分类的基础上让不同类型文献之间产生对话（或者说联系），让读者从历史的角度看到这个研究领域是如何一点一点不断向前发展的。第二个水平的文献综述对一个研究领域的描述像一条河一样——有来龙去脉，有源头有支流，讲述的是一个有内在逻辑环环相扣的故事。比如这篇论文中的第一部分就从为什么会有PCK这个概念讲起。Shulman为了解决当时教师教育研究和教学研究中不关注学科内容这种现象而提出了PCK这个概念，然后概括介绍Shulman的PCK概念。但这个概念提出后却激起了很多反对的意见，文中总结大致有五种不同的意见。接下来持有不同意见的研究者就根据自己的理解提出了不同的PCK概念，如Cochran提出的PCKg，Ball提出的MKT等。那么这些不同意见之间是什么关系？作者随后对两个典型代表Shulman和Ball的概念之间关系给出了Figure1这个换算表。这次推荐的这篇综述性论文的第一部分就能够让不同的研究之间展开有逻辑的历史对话，做到这一点就是第二个水平的文献综述。
第三个水平的文献综述能够在研究者进行历史对话的基础上洞察到研究背后的取向，并由此看到这个研究领域的未来方向。这次推荐的这篇综述性论文在最后就指出：总体来讲PCK的研究有两种不同的取向：认知取向和情境化取向，两种取向各有利弊需要整合。而事实上，目前德国的教师教育研究者就将这两种取向整合起来开展教师素养的研究。可以说这个水平的综述性论文能够预见（也可能是引领）这个研究领域未来发展的方向。
推荐文章：
Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research
Depaepe Fien Verschaffel Lieven Kelchtermans Geert
ABSTRACT：Pedagogical content knowledge (PCK) was introduced by Shulman in 1986 and refers to the knowledge teachers use to translate particular subject matter to students, taking into account possible (mis)conceptions. PCK was - and still is - very influential in research on teaching and teacher education, mainly within the natural sciences. The present study aims at a systematic review of the way PCK was conceptualized and (empirically) studied in mathematics education research. Based on a systematic search in the databases Eric, Psyclnfo and Web of Science 60 articles were reviewed. We identified different conceptualizations of PCK that in turn had a differential influence on the methods used in the study of PCK.
文献来源：
Depaepe F, Verschaffel L, Kelchtermans G. Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research[J]. Teaching and Teacher Education, 2013, 34(Complete):12-25.
【二】
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：
本文梳理与分析了美国教师教育中对职前教师的道德品格教育能力培养的三种目标与取向，概括了各自的认识基础、实施方式及挑战，对深化认识职前教师道德教育能力培养将有一定的助益。
推荐文章：
Moral-Character Development for Teacher Education
Lapsley Daniel Woodbury Ryan
ABSTRACT：In this article the authors accept the common view that moral-character education is immanent to the life of classroom and schools and inevitable even when remanded to the hidden curriculum. Most schools claim to address the moral formation of students, and many educators enter the profession for values-laden reasons. Yet the language of values, virtues, morality, and character are notably absent from licensure and accreditation standards and so is formal training in moral-character education in schools of education. To facilitate the development of formal training in the moral work of teaching the authors organize the literature around three training objectives: Best Practice (“Good Learner”), Broad Character Education (“Fortified Good Learner”), and Intentional Moral-Character Education (“Moral Self”). Only the latter aims to move the Fortified Good Learner to the Moral Self and treats moral valuation as the explicit target of education. The authors make several suggestions for doing so and conclude with some challenges for teacher education.
文献来源：
Lapsley D, Woodbury R. Moral-Character Development for Teacher Education[J]. Action in Teacher Education, 2016, 38(3):194-206.
【三】
推荐人：
刘丽艳，东北师范大学外国语学院，博士生导师。
推荐语：
这是一篇2019年发表于《教师教育杂志》(Journal of Teacher Education)，探讨“友善性批判的集体反思" (critical friendship group）对职前教师反思性教学的影响。《教师教育杂志》是美国教师教育协会会刊，在美国SSCI 数据库教育类期刊中具有很高的影响因子，是美国教师教育研究的官方核心期刊。教师教育课程的核心目标是培养职前教师的反思、批判性的解决问题的能力。本研究通对11名职前中学教师的案例分析，探讨了职前教师在教学实践中面临的共同困境，他们是如何解决这些困境，以及基于友善性批判的小组集体反思对这些职前教师教学反思的影响。结果表明，职前教师教学实践中面临的困境大多数围绕着与他人的关系，课程和教学的关系以及对学生认知问题的判断。通过基于友善性批判的集体反思学习，一些职前教师重新思考了他们所面临的困境，所有职前教师都明确指出了基于友善性批判性的集体反思，有利于自己对教学的深度思考。通过阅读，我们会更加认同培养职前教师的反思、批判性的问题解决能力的重要意义，基于友善性批判的集体反思对职前教师反思自己教学的影响。通过阅读也会让我们反思如何更好地设计促进职前教师的反思、批判性的问题解决能力的课堂活动，更好地提升职前教师的反思和批判能力。
推荐文章：
Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice
Nadia Behizadeh Clarice Thomas Stephanie Behm Cross
ABSTRACT：A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice–oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants’ biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate preservice middle school teachers and descriptions of their process during Critical Friendship Group protocols. Results reveal that most dilemmas revolved around relationships with others, curriculum and instruction, and perceived deficiencies of students. However, through the process of engaging in reflective conversations supported by classroom activities, some participants reenvisioned the initial dilemma, such as reframing deficiency views as pedagogical or relationship issues. In addition, all participants articulated benefits of the Critical Friendship Group meetings in their reflections. Implications for improving supports for critical, collaborative reflection during student teaching are discussed.
文献来源：
Nadia, Behizadeh, Clarice, et al. Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice[J]. Journal of Teacher Education, 2019，70（3）：280-296.
【四】
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：
教师教育者是教师教育成功的关键要素。教师教育者究竟应当具备哪些知识和能力？优秀的教师教育者如何养成？本研究对293名教师教育者进行了调查，回答了上述了问题，这对于教师教育者的培养和专业发展具有重要参考价值。
推荐文章：
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
A. Lin Goodwin Laura Smith
ABSTRACT：Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what should they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of their practice? How do they evaluate their own preparation in these areas? How can their experiences inform the preparation of teacher educators? We use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating (a term we use to differentiate teaching teachers from teaching students). Our findings reveal that practicing teacher educators often feel unprepared to assume their role but can offer helpful insight into how we should think deliberately about quality teacher educator preparation.
文献来源：
A. Lin Goodwin, Laura Smith. What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators [J]. Journal of Teacher Education, 2014(4):284-302.
【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：
文章思辨性较好、敏锐的观察力和判断力、语句引用经典，现实感强烈，借鉴启示价值较大。
教育以人为本，需要读“人学”。“人学”是横跨社会学、心理学、人类学的边缘学科，是对人类的社会属性、生理、心理属性和综合特点及其发生、发展变化规律进行综合研究的科学。
“人学”为体育学科的时代价值认识提供很好的视角。身心合一的体育观对于促进人类的演进，预防身体的异化、促进身体的美和尊严，实现身体与心灵的有效沟通，实现了心灵“放假”和“自由”，论文拓深了体育的价值空间，有助于我们提高体育的学科理解，有益于教师品质的提升。
推荐文章：
人学视阈下体育学科价值的反思与建构
江亮 席玉宝
湖南衡阳师范学院体育系 北京体育大学安徽师范大学
摘要：从人的价值层面出发,从为实现人的价值的各个学科及各学科交叉中,确定体育学科对人的独特价值,同时在人的价值基础上建构一个较为完整的体育学科价值体系。认为:体育学科的身体价值是促进人生物体对环境的适应与演进,防止人类身体的异化;体育学科是建构人身体与心灵的桥梁,身体与心灵在体育中得以自由舒展;体育学科的外在价值是人的感性与理性在体育运动中达到高度的统一,是人感性与理性的交辉。通过界定体育学科对人内在价值和人外在价值的内涵及建构体育学科完整的价值体系,完善体育学科理论体系,促进体育学科发展。
文献来源：
江亮,席玉宝.人学视阈下体育学科价值的反思与建构[J].山东体育学院学报,2011,27(06):1-5.
教师教育研究院
2020年3月16日
