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：
随着数字技术和互联网的迅猛发展，教师工作以及教师培养与数字技术的整合日益紧密。本文对2008年至2018年间发表的研究论文进行了系统的梳理，发现10年间的研究主要聚焦于教师的三方面数字能力：通用数字能力、数字教学能力和新兴的专业数字能力；提出了一个专业数字能力模型，以及关于未来教师培养研究的重要课题：面向未来数字时代师范生如何学习教学与做教师。
推荐文章：
A review of research exploring teacher preparation for the digital age
Louise Starkey
ABSTRACT： Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.
文献来源：
Louise Starkey.A review of research exploring teacher preparation for the digital age[J].Cambridge Journal of Education,2020,50(1):37-56.
【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：
教师素质怎样界定？教师素质怎样评价？这些问题的回答对于在教师职前教育、入职教育和在职教育等环节落实质量评价、提高教师教育质量具有重要支撑意义。特别是我国当前正在实施师范类专业认证，大学等教师教育机构、教师教育评价者、管理者等都需要关注如何科学、有效评价师范生的知识、能力等发展水平。但从现实来看，我们对此存在着不少疑问和困惑。本文的作者Ingvarson在国际教师界享有一定的威望，其在教师教育评价具有深刻的洞见和丰富的实践经验，本文作为其力作之一，从有效教学与教师职责定位阐发了教师的“应知”、“应会”和“应持”（统称为教师素质），进而探讨了教师素质评价的“内容标准”和“表现性标准”的制定与实施策略，尤其是对于后者进行了从理论到实践的探讨，即对教师表现性评价的原则、方法、有效性、可信性、可操作性等进行了阐发，并从实践上分析了美国的NBPTS优秀教师素质评价的操作机制，最后归纳了其教师表现性评价的经验，提出应该加强教师素质评价研究的期待。
推荐文章：
Conceptualising and evaluating teacher quality: substantive and methodological issues
Lawrence Ingvarson Ken Rowe
ABSTRACT：Whereas findings from recent research highlight the importance of teacher quality in improving students’ academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of teacher quality are not well understood. Such deficiencies are particularly evident in claims for ‘findings’ derived from econometric research—especially from those studies that merely employ conceptualisations and proxy ‘measures’ of quality in terms of teachers’ qualifications, experience, and students’ academic outcomes. Moreover, the econometric models fitted to the available, mostly aggregated data, typically fail to conceptualise and ‘measure’ teacher quality in terms of what teachers should know (subject-matter knowledge) and be able to do (pedagogical skill). Nor do such models account for the measurement, distributional and structural properties of the data for response and explanatory variables—failings that all too frequently yield misleading interpretations of findings for both policy and practice. After brief introductory comments related to current contexts, the paper focuses on two approaches towards the resolution current deficiencies—both of which have important implications for conceptualising and evaluating teacher quality: (1) capacity building in teacher professionalism grounded in evidence-based preservice teacher education content and subsequent in-service professional development and (2) the specification and evaluation of teaching standards. The paper concludes by arguing that, since the most valuable resource available to any school are its teachers, there is a crucial need for both a substantive and methodological refocus of the prevailing economic teacher-quality/student-performance/merit-pay research and policy agenda to one that focuses on the need for capacity building in teacher professionalism (and its evaluation) in terms of teaching standards related to what teachers should know and be able to do.
文献来源：
Lawrence Ingvarson, Ken Rowe.Conceptualising and evaluating teacher quality: substantive and methodological issues[J]. Australian Journal of Education,2008,52(1):5–35.
【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2018年发表于《教师与教学》(Teachers and Teaching)的一篇探讨“社会关系因素（互动）在职前教师教育中的作用”的论文。《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。
本研究探究了职前教师教育的社会关系因素，即合作共同体中的互动，并利用社会网络分析工具来探讨职前教师与他们的学习共同体（cohort）的其他人的互动和他们的学业及专业发展之间的关系。研究主要通过社交网络量表（9-point scale）对西班牙巴塞罗纳一所大学的321名全日制学前教育专业学生进行了在线调查。研究结果表明，在整个教师教育过程中,职前教师与他人的互动与他们的关键发展之间存在重要的正相关。
通过阅读，会让我们更深刻地意识到在教师教育过程中，促进职前教师与学习共同体中的其他成员（比如：同伴、大学教师、中学指导教师）的互动对提升他们学业和专业成长的重要性；通过阅读，也能促使我们反思如何在我们的教师教育过程中，更好地促进合作共同体中的互动；另外，该研究的理论框架介绍的比较详细，研究围绕着这个理论框架分析讨论的逻辑性较好，值得推荐给我们的研究生阅读。
推荐文章：
Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education
Susana López Solé Mireia Civís Zaragoza Jordi Díaz-Gibson
ABSTRACT：This paper studies the social side of pre-service teacher education and draws on social network analysis to explore the relation between the social capital of pre-service teachers and their academic and professional success. An online survey was applied to a sample of 321 students enrolled full time either in Preschool Education or Primary Education programmes at the Ramon Llull UniversityFPCEE Blanquerna in Catalonia, Spain. The instrument consisted of a combination of social network questions and rating scale attributes. Findings allow us to understand the relationship between aspects of the cohort’s social network and key development constructs and demonstrate the importance of considering informal interactions within the programme to improve the performance of pre-service teachers.
文献来源：
Solé,L.S., Zaragoza,C.M., & Díaz-Gibson,J..Improving interaction in teacher training programmes:the rise of the social dimension in pre-service teacher education[J]. Teachers and Teaching,2018，24（6）：644–658.
【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：
职前教师在教育实习中总是面临诸多教学不确定性。瑞士和荷兰学者认为，教学不确定性恰恰是促进职前教师学习的良机。他们秉持质性研究取向，选择59位职前教师及其指导教师作为研究对象。通过分析教育实习过程中的32次课前研讨文本和录像，发现职前教师的教学不确定性集中在教学设计和教学内容两个方面；职前教师学科教学知识积累越多，讨论教学不确定性时思维就越开放；课前研讨有助于职前教师更好地应对教学不确定性；指导教师在支持职前教师探究教学问题、发展学科教学知识等方面发挥多重作用。该研究将语言分析和学科教学知识考查相融合，对我们思考如何建构教育实习中的教研共同体，如何充分发挥指导教师的引领作用，以及如何运用教学不确定性促进职前教师学习等问题，具有极大的启发性。其研究方法运用理路和研究数据分析视角也同样值得我们借鉴。
推荐文章：
Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum
Oana Costache Eva Becker Fritz Staub Tim Mainhar
ABSTRACT：This qualitative study examined transcripts and video-data from 32 pre-lesson conferences of 14 cooperating teacher-student teacher dyads during the teaching practicum It used a linguistic approach to capture student teacher uncertainty while also considering their teaching experience and pedagogical content knowledge. Cooperating teachers' responses to uncertainty were explored in relation to student teachers' instructional quality (as perceived by the student teachers and their pupils). This study illustrates the potential of using uncertainty as a learning opportunity and suggests new possibilities for how cooperating teachers could constructively respond to uncertainty in mentoring conversations.
文献来源：
Oana Costache，Eva Becker, Fritz Staub，Tim Mainhar.Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum[J].Teaching and Teacher Education，2019，86（4）：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：
文章以积极生活方式为出发点，充分融合学校、社会和家庭的关系，构建具有中国特色的青少年体育健康促进理论与实践。梳理国内外青少年健康促进理论，厘清青少年体育实践历史发展，确立学校、家庭、社区联动的发展策略。文章有助于教师拓展教育视野，促进体育教育与社会体系融入，有利于强化教师学科素养。
推荐文章：
中国青少年体育健康促进的理论溯源与框架构建
汪晓赞 郭强 金燕 李有强 吴红权 季浏
华东师范大学体育与健康学院 "青少年健康评价与运动干预"教育部重点实验室上海体育学院国际文化交流学院
摘要：通过梳理国内、外青少年健康促进理论与实践的历史发展,总结出青少年健康促进的两次重要转向:由早期疾病诊疗的辅助手段转向提倡积极健康的生活方式,由制定健康公共政策的理论探索转向推动行动计划的实践实施。国外青少年体育健康促进的成功范例有:"总统挑战杯"、"动起来"、"5-2-1-0计划"、健康公民计划、体育振兴基本计划、体育创新计划、健康改造计划、"塑造全新的你"、"运动是良药"、欧洲健康促进学校网络计划以及"传递的足球"等。这些优秀的体育健康促进行动计划具有非政府组织积极参与、促进对象全面覆盖和区域发展不平衡等特点。我国青少年体育健康促进的推广和实施主要体现在健康促进学校的实施与推广、国家宏观政策的推动和多元联动机制的探索等几个方面。通过分析国内、外青少年体育健康促进的发展规律和内在价值基础,结合我国实际情况,尝试提出包含身体干预、心理调试和营养膳食的多维发展格局,学校、家庭、社区联动的多维发展策略和基于现代信息技术的监测、评价、管理等多维监管机制的中国青少年健康促进框架体系,从而推动以积极生活方式为核心的具有中国特色的体育健康促进理论与实践的全面发展。
文献来源：
汪晓赞,郭强,金燕,李有强,吴红权,季浏.中国青少年体育健康促进的理论溯源与框架构建[J].体育科学,2014,34(03):3-14.
教师教育研究院
2020年4月14日
