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：
邓涛，东北师范大学教育学部副教授，博士生导师。
推荐语：
教师教育者的专业发展近年来受到学界的广泛关注，但是既往研究多关注教师教育者的知识、能力等维度的发展，而对其信念、价值观等关注不足，因此该方面的文献显得弥足珍贵。本文就是这样的文献，它选取了国际上教师教育堪称典范的国家——芬兰作为对象国，运用访谈等研究方法，对教师教育者的优先关注、信念和价值观进行了全面揭示，对教师教育者和教师教育管理者、研究者具有启迪意义。
推荐文章：
Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values
KatriinaMaaranenHeikkiKynäslahti Reijo BymanRiittaJyrhämä Sara Sintonen
ABSTRACT：The professional development of teacher educators is gaining increasing interest globally. However, not so many studies have been carried out in the Finnish context, which is somewhat surprising considering that the Finnish education system and teacher education has gained so much interest worldwide. This study investigates Finnish teacher educators’ concerns, beliefs and values. The results show that teacher educators experienced a variety of concerns in their work, in the beginning mainly dealing with the position and being a novice, and later they became more concerned with heavy workloads and practical teaching-related matters. The teacher educators studied considered the students’ education to be the most important aspect of their work. The research-based nature of teacher education was also felt to be very important, along with its community aspects, and their own specialization. In general, Finnish teacher educators considered their work to be important.
文献来源：
KatriinaMaaranen, HeikkiKynäslahti, Reijo Byman, RiittaJyrhämä, Sara Sintonen.Teacher education matters: Finnish teacher educators’ concerns,
beliefs, and values[J].European Journal of Teacher Education.2019,42（2）：211-227.
【二】
推荐人：
王秀红，东北师范大学化学学院教授，博士生导师。
推荐语：
伴随着“素养为本”的新一轮课程改革进入实施层面，教师课程能力是改革能够成功的关键，教师在课程实施过程中重要作用再次进入人们的视野。本文基于目前“素养为本”课程改革的需求，通过对教师实施能力相关研究的反思，提出了新时期我国教师课程能力的基本构成。对发挥教师在“素养为本”的课程实施中的作用具有指导意义。
推荐文章：
新时期我国教师课程能力审思
徐红
长江大学教育学院
摘要：教师课程能力是一个发展的概念,新时期的教师课程能力是指教师顺利完成一切显性与隐性形式的国家课程、地方课程、校本课程及创生课程等课程活动所需的体力与智力、物质与精神构成的整合系统。从理论逻辑与实践哲学的双重视角看,新时期的教师应该具备与时俱进的课程理解能力、课程决策能力、课程规划能力、课程开发能力、课程整合能力、课程组织能力、课程实施能力、课程评价能力、课程研究能力及课程合作能力。
文献来源：
徐红.新时期我国教师课程能力审思[J].课程.教材.教法,2019,39(12):127-132.
【三】
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2020年发表于《教学与教师教育》(Teaching and Teacher Education)的探讨未来教师（职前教师和实习教师）对合作的态度、意愿以及他们在合作中表现的论文。美国《教学与教师教育》杂志是阐述教师教育发展前沿的权威杂志, 主要涉及国际视野和背景下的教师、教学和教师教育的研究，在教师教育与发展领域起到标杆作用, 在SSCI 数据库教育类期刊中具有很高的影响因子。
合作学习和反思同样是教师专业发展的重要途径。已有的研究表明，拥有高度协作教师的学校有更好的学校质量和健康的教师。合作学习一直是师范学校培养教师的重要关注点，如何在教师教育过程中更好地培养未来教师的合作意识是近几年教师教育的一个热点话题。本论文使用问卷，从交流、任务的分配和重组三个维度来探究未来教师对合作学习的态度，意愿，以及他们在合作中的表现。基于大样本（N=1687）的横向研究（cross-sectional study）发现未来教师的团队取向的得分较低，尤其是刚刚取得学士学位的职前教师在团队取向、合作态度、合作意愿等方面的得分最低。
通过阅读，能让我们更清楚合作学习在未来教师培养中的重要意义：注重合作意识的培养，为未来教师教师提供更多的合作机会，关注他们在合作学习中表现的重要性。通过阅读，可以引发我们思考如何在课程设计和实施过程中更好地帮助未来教师提升合作意识、创造合作机会，提高合作成效，助力于提升未来教师的专业发展水平。通过阅读，让我们更深刻地体会如何图文并茂地呈现研究结果，如何对研究结果进行深度的讨论；启发我们可以把这个案例用到指导学生论文写作的结果与讨论部分。
推荐文章：
Collaboration in teaching education : A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration
ABSTRACT：This cross-sectional-study(n=1687,4cohorts) investigates future teachers’intentions to collaborate andtheir attitude towards collaboration with standardized questionnaires. Two of the cohorts provideadditional information about their performance of collaboration in a school setting outside the university. ANOVA and post-hoc analyses are performed to determine group differences. First-year pre-serviceteachers rate collaboration lower in importance and intend to collaborate less than the other cohorts.Three collaborative actions are examined: exchange, division of work, and co-construction. While exchange is found to be the most popular form of collaboration, student teachers report performing thehigher-level forms more frequently.
文献来源：
Bush, A., Grotjohann, N.. Collaboration in teaching education : A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration[J]. Teaching and Teacher Education.2020, 88: 102968.
【四】
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：
如何在教育实习中提升职前教师的学习能力？瑞士学者对该问题开展了比较深入的探讨。他们招募59位职前教师，分为三个实验对比组，开展了为期3周的教育实习田野研究。具体研究过程中，运用美国匹兹堡学习中心倡导的内容取向教学指导法（CFC），在“课前研讨”“研制教案”“课后研讨”三个阶段中，鼓励职前教师与同组成员和实践导师交流研讨，逐渐提高自身在教学设计、实施、反思等方面的学习能力。其研究方法和研究工具，比如小组课例研讨、教学设计核心问题指引、在线教学日志等，富有较强的操作性和实用性，对我们探究上述问题具有借鉴价值。
推荐文章：
Advancing student teachers’ learning in the teaching practicumthrough Content-Focused Coaching: A field experiment
Eva S. Becker Monika Waldis Fritz C. Staub
ABSTRACT：A pivotal role of cooperating teachers is to assist student teachers' planning, enacting and reflflecting of lessons during the teaching practicum. This study evaluated training sessions in elements of Content Focused Coaching: 59 cooperating teachers were randomly allocated to a training session in: a) pre lesson conferences for joint lesson planning, b) core issues for lesson designs, c) both elements or d) another educational topic (control group). Effects on the quality of collaborative exchange in lesson conferences, student teachers’ competency gains, and instructional quality (as reported by pupils) were examined during a three-week teaching practicum. Implications for professional development programs are discussed.
文献来源：
Eva S. Becker，Monika Waldis，Fritz C. Staub.Advancing student teachers’ learning in the teaching practicumthrough Content-Focused Coaching: A field experiment[J].Teaching and Teacher Education.2019，83（4）：12-26.
【五】
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：
本研究基于学科教学知识理论，探索音乐教师的核心教学实践，本研究对核心教学实践的界定是新手教师应掌握的，有利于学生发展的，促进教学的核心实践。研究运用德尔菲专家访谈方法对美国基础教育阶段公立学校中合唱团、管弦乐队教师以及大学教师构成的专家小组进行调查，以构建和排序适用于多种音乐教学背景的音乐教学实践核心内容。经研究发现，专家小组得到共识的三个核心教学实践能力包括示范能力、有序教学的能力以及解构音乐概念的能力。其中对于新手教师来说发展学生知识以及具备建立与学生之间关系的能力尤为重要。
推荐文章：
Core Practices in Music Teaching: A Delphi Expert Panel Survey
J. Si Millican Sommer Helweh Forrester
ABSTRACT：The pedagogical content knowledge framework has been used to decipher the complexities of teaching by integrating subject matter knowledge with knowledge of teaching and knowledge of learners. Researchers in math, English, and history have modified this framework to identify core teaching practices within their disciplines. Core teaching practices are those that novices can begin to master and have a direct impact on student success. We developed a preliminary list of core practices in music using a Delphi panel approach. This panel of public school and college teachers with expertise in band, choir, orchestra, and elementary music found that modeling, sequencing instruction, and deconstructing musical concepts were core teaching practices that apply across a wide variety of teaching and learning contexts. The panel felt developing knowledge of and relationships with students was important for in-service teachers, but other practices should be developed first by novice teachers.
文献来源：
J. Si Millican,SommerHelwehForrester.Core Practices in Music Teaching: A Delphi Expert Panel Survey[J].Journal of Music Teacher Education,2018,27(3):51-64.
教师教育研究院
2020年4月8日
