尊重教师·服务教学·促进发展·提高质量
本期概要
【一】
推荐人：
刘学智，东北师范大学教育学部教授，博士生导师。
推荐语：
教师个人课程是促进教师教学、研究及专业发展的个体性认识经验，对教师专业成长具有非常重要的实践价值。文章从两大维度讨论了教师个人课程：一是从课程内容来源角度，将教师个人课程分为源于课程的理解、源于教师自我的理解、源于二者兼顾的理解三种课程类型。二是从于课程目标指向角度，将教师个人课程分为指向教师生活、指向专业发展、指向科学研究、指向教学活动四种课程类型。学习此文，对教师自我建构课程观、提升教学能力具有一定的借鉴和指意义。
推荐文章：
教师个人课程:类型、特征及功能
杜尚荣 王笑地
贵州师范大学教育学院 福建师范大学教育学部
摘要：教师个人课程是促进教师教学、研究及专业发展的个体性认识经验,它具有个体差异性、实践指向性、形式多样性、动态生成性和时代适应性等特征。基于内容来源角度可将其分为源于对既定课程的理解、源于教师自我的理解、源于二者兼顾的理解三种课程类型;基于课程目标指向角度可将其分为指向教师生活、指向专业发展、指向科学研究、指向教学活动四种课程类型。教师个人课程的形成对教师个人课程观的建构、教师的专业发展、学生核心素养的培养、课程实践内在要求的满足、教师课程责任和课程担当的践履具有重要意义。
文章来源：
杜尚荣,王笑地.教师个人课程:类型、特征及功能[J].课程.教材.教法,2019,39(12):121-126.
【二】
推荐人：
唐丽芳，东北师范大学教育学部教授，博士生导师。
推荐语：
好的大学教师是什么形象？应该具备什么素质?如何正确处理学术科研和教学之间的关系？二者孰轻孰重？可以说，无论是大学组织，还是大学教师个人，这是长久以来的突出性、矛盾性问题。本篇论文从科研与教学融合的理念出发，基于对大学教师发展问题史的梳理，阐述了教学学术概念的提出对大学发展的政策意义，即改变大学教师的评价标准和评价导向。通过教学学术概念建立教师胜任力模型，通过学术能力、教学能力和教学态度三个维度对大学教师进行评价。同时该篇论文厘清了大学教师专业发展中个人和大学组织的各自职责。
推荐文章：
教学学术能力:大学教师发展与评价的新框架
周光礼 马海泉
中国人民大学教育学院 《中国高校科技》
摘要：教学学术能力体现了科教融合的理念,强调大学教师的发展包括学术发展和教学发展。建构教学学术能力的主体是大学和教师,大学教师的发展是个人发展和组织变革的结合。教学学术能力不是一个静态的概念,而是一项广泛的政策议程。教学学术能力应该成为学术职业管理政策的组成部分。教学学术能力主要通过课程开发和教学设计能力来表征,这是建构大学教师胜任力特征模型的基础。教师胜任力特征模型由学术能力、教学能力和教学态度三个特征因子构成。教学学术能力概念不但是评价大学教师的有力工具,也是评价大学核心竞争力的重要指标。作为一个复杂的政策概念,教学学术能力应成为大学战略中优先考虑的重点。
文章来源：
周光礼,马海泉.教学学术能力:大学教师发展与评价的新框架[J].教育研究,2013,34(08):37-47.
【三】
推荐人：
陈晓慧，东北师范大学信息科学与技术学院教授，博士生导师。
推荐语：
教学并不是简单的技术操作流程，它要求教师身处小课堂，胸怀大世界，有教育理想，有道德境界，根据社会发展、人的发展的时代需要，把握每个教学环节，审视每个教学措施，关注每个学生，保证教学的有效性，最大限度促进所有学生的全面发展。《当代教学论》一书一方面将教学置于更广阔的视野中审视，为教师专业发展和自我提升提供了宏观的路径；另一方面，着重强调了学生在教学过程的重要地位，介绍了不同类型和年龄段学习者的特点，为教师落实因材施教提供了具体方法。本书由多名美国著名心理学家所著，是经典教学论教材，值得每一名从事教育理论研究与实践的人反复阅读。
推荐文章：
Teaching Today: An Introduction to Education(8th Edition)
David G. Armstrong Kenneth T. Henson Tom V. Savage
ABSTRACT: Because education is one of the critical components in society, the quality of education is the subject of much debate. This debate is often passionate and complex. Therefore, as we enter the 21st century, education is in an age of reform. Every aspect of education from the preparation of teachers to the quality of preschool is the focus of reform. These reform proposals have the potential to dramatically change education, as we know it. However, change can be positive or it can be change negative. Therefore, education today poses many challenges and opportunities. One thing is certain—the status quo is not acceptable.
The responsibilities of those involved in education include evaluating proposals for change and making sure that the interests of students are upheld. The nation needs quality teachers who have a clear grasp of basic issues—motivating us to write the eighth edition of Teaching Today.
We have had exciting and productive careers in education and we have found teaching to be an exciting and rewarding profession. We hope to encourage the best and the brightest of our nation to accept the challenge to be teachers. However, to enter the teaching field as a challenging responsible individual, pre-service teachers must understand that there are thorns that go with the roses. There are challenges to being a teacher. Perhaps that is what makes the successes to sweet. Therefore, in Teaching Today we have tried to provide a strong dose of reality. We want individuals to realize that there might be some who find this conflict and the prospect of profound change disconcerting, we believe that many are invigorated by this prospect, and realize that they can paly an important role in shaping the lives of students and the future of society.
In preparing the eighth edition, we have emphasized topics that are relevant to the world you will enter as an educator. In addition to basic information about these topics, we have attempted to give alternative perspectives on these issues so that you can better analyze, reflect, and decide. You can go beyond the text to pursue these topics on the MyEducationLab site and at other locations on the World Wide Web.
This text provides opportunities for you to reflect on issues and develop your personal perspectives. We have also included opportunities for you to develop an Initial Development Portfolio that will help you record your growth toward becoming a professional educator.
文章来源：
Armstrong, David G., Henson, Kenneth T., Savage, Tom V. Teaching Today: An Introduction to Education (8th Edition)[M], 北京：中国人民大学出版社，2009.
【四】
推荐人：
郑燕林，东北师范大学信息科学与技术学院教授，博士生导师。
推荐语：
信息技术在推进教学方式变革、丰富教学资源、支持教学精准测评等多方面有着潜在的优势。推进信息技术在教育教学中的融合创新应用对于现代教育教学的发展与改革有着重要意义。而提升职前教师的信息素养、培养职前教师的信息技术教学应用能力显然是切实推进信息技术与教育教学深度融合的根本性、基础性举措。已经有很多研究在关注要为职前教师提供什么样的信息技术相关课程与实践指导才能达到上述预期，而本文则为我们提供了一个新的研究与实践视角——关注教师教育者自身究竟应该具备什么样的信息素养才能对职前教师在信息素养发展与信息技术教学应用能力提升方面形成显性的或隐性的引导？这是一个非常有趣并且有望促进教师教育者自身反思成长的视角，值得借鉴学习。
推荐文章：
Teacher educators' competences in fostering student teachers’proficiency in teaching and learning with technology: An overview of relevant research literature
Dana Uerz Monique Volman Marijke Kral
ABSTRACT: Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26 relevant research articles. Four domains of competence were identified: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning and competences in professional learning. The literature focuses on teacher educators’ competences in using technology for teaching. Research on the competences that teacher educators need and have as second-order teachers is lacking. Recommendations for future research are discussed.
文章来源：
Dana Uerz, Monique Volman, Marijke Kral. Teacher educators' competences in fostering student teachers’proficiency in teaching and learning with technology: An overview of relevant research literature [J]. Teaching and Teacher Education.2018，70：12-23.
【五】
推荐人：
刘丽艳，东北师范大学外国语学院教授，博士生导师。
推荐语：
这是一篇2019年发表于《教师与教学》(Teachers and Teaching)的探讨“职前教师在教育实践场所学习经历”的一篇论文。《教师与教学》是教师与教学领域的权威期刊，被誉为独特的期刊，因为它是国际教师与教学研究协会发展的最新阶段的标志性成果。《教师与教学》汇集了来自于不同国家和文化的侧重于社会、政治、和历史背景下的教学研究，该期刊着重于探讨教师工作中的理论与实践相结合的反思。
本研究以电子日记和深度访谈的方式收集了10名职前教师在教育实践场所学习经历的数据。通过对数据进行故事重组与拆解，发现每位职前教师在教育实践场所的学习过程都会基于一个特定的主题——总概为职业认同主题，这一职业认同主题与专业学习和个人经历都关联密切。其中五位职前教师经历了连续的教育实践过程，因为他们比较容易地将自己的教学经验融入到个人的概念框架中；而其他五位职前教师则经历不连续的教育实践职过程因为他们经历了更多个人和专业方面的摩擦所造成的紧张。研究结果表明，对数据进行故事重组和分解能够促进理解职前教师在教育实践中的学习，一名教师的成长是个人因素和职业因素相互作用的结果。
通过阅读，会让我们意识到教师职业认同在职前教师教育实践中的促成和发展的重要意义；通过阅读，能使我们反思如何在我们的教师教育过程中，更好地促进个人因素与职业因素紧密结合的问题；通过阅读，我们能够更好地理解个人日志和深入采访，故事重组和拆分在质化研究中的重要性，从而有助于我们更好地指导学生科学地运用到自己的研究中。
推荐文章：
Overarching professional identity themes in student teacher workplace learning
Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings
ABSTRACT： This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher.
文章来源：
Leeferink, H., Koopman, M., Beijaard, D., & Schellings, L. M. G.. Overarching professional identity themes in student teacher workplace learning[J]. Teachers and Teaching, 2019, 25(01): 69–89.
教师教育研究院
教师教学发展中心
2020年3月20日
