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：
刘学智，东北师范大学教育学部教授，博士生导师。
推荐语：
初任教师的专业标准建设对教师教育具有重要的导向作用。世界各国十分重视初任教师专业标准建设，努力提升初任教师的素质。该文系统介绍了美国、加、澳三国的初任教师专业标准框架及特点：《InTASC示范核心教学标》重视发展性、加拿大安大略省《专业实践基础》重视实践性、《澳大利亚初任教师教育项目认证:标准和程序》则具体而易操作。该研究对中国教师专业标准的制定以及职前教师教育培养目标的完善富有积极的借鉴意义。
推荐文章：
美、加、澳初任教师专业标准及其对我国教师教育的启示
付亦宁周川
苏州大学教育学院
摘要：初任教师的专业标准实际上就是新教师的入职门槛,对教师教育具有重要的导向作用。各国的初任教师专业标准既有共同性,都注重专业知识、专业实践、专业责任、持续学习诸方面,又各有特色:美国《InTASC示范核心教学标准》重视发展性、加拿大安大略省《专业实践基础》重视实践性、《澳大利亚初任教师教育项目认证:标准和程序》则具体而易操作。以上三国的初任教师专业标准,对中国教师专业标准的制定以及职前教师教育培养目标的完善有积极的启示作用。
文章来源：
付亦宁,周川.美、加、澳初任教师专业标准及其对我国教师教育的启示[J].江苏高教,2020(02):78-84.
【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：
加拿大学者安迪.哈格里夫斯是教师教育领域的著名专家，他对于教师文化、教师专业化等有许多经典的论述。在本文中，他通过对诸多国家的教师专业主义（teacher professionalism）的历史考察，认为教师专业主义的发展经历了四个时期，即前专业化时期（the pre-professional age）、专业自主时期（the age of the autonomous professional）、专业合作时期（the age of the collegial professional）和后专业化或后现代时期（post-professional or postmodern）。在四个时期里，教师专业主义的内涵不断发生变化，体现了随着时代发展教师专业主义主题不断更新的规律。他的这些论述对于理解不同时期的教师教育政策和实践具有启发作用，对于把握未来教师教育政策以及教师培养和教师专业发展的方向和重点等具有导向作用。
推荐文章：
Four Ages of Professionalism and Professional Learning
ANDY HARGREAVES
ABSTRACT：This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.
文章来源：
Hargreaves,Andy.Four Ages of Professionalism and Professional Learning[J].Teachers and Teaching:History and Practice,2000(2):151-182.
【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：
新冠疫情将支持分离式教学的在线教育推至教育系统的中心，加速了面向互联网时代教育改革的脚步。胜任在线教学是互联网+教育对教师提出的新要求。在线教学与传统课堂教学在教学交互方面的差异，导致教师无法将传统课堂教学的组织方法平移到在线教学中。掌握在线教学交互的特点与规律是教师胜任在线教学的重要基础。本文以MOOC为例，通过严谨的研究设计和详实科学的数据分析，揭示了不同类型学习者在在线课程学习中的交互行为特点。研究结论有助于教师更好地理解在线教学的交互规律，进而设计符合在线教学特点和规律的学习活动。
推荐文章：
Differences in forum communication of residents and visitorsin MOOCS
ABSTRACT：Facilitation of social interactions in Massive Open Online Courses can benefit from conceptualizing for um sub-populations through a networked lens. Such a lens implies that forum interactions represent a network of learners with heterogeneous levels of commitment to forumactivity. A networked lens helps capture forum communities, so-called forum residents, as well asthe rest of the crowd, also known as forum visitors. The current study empirically demonstrates thedifferences between these forum sub-populations. Building on a large dataset of manually labeled discussion threads in four edX MOOCs, our findings uncover two distinct patterns in the communication of posters with different length of forum commitment. As the courses progressed,all types of communication decreased for forum visitors, but both socio-cognitive and informationalqueries increased for forum residents. We find that the communication dynamics of committed forum posters cannot be observed when the entire forum population is examined in itsentirety. Further, the study profiles learners around discussion type sequences. We show that communication topics of forum visitors appear narrow and topical when compared to the diversity of topics by resident posters. This paper offers a foundation towards the scaling of social teaching practices for personalised learning of both residents and visitors as well as community development in massive open online courses.
文章来源：
Poquet, O., Jovanovic, J., &Dawson, S.Differences in forum communication of residents and visitorsin MOOCS[J].Computers & Education, 2020, 156, 103937.
【四】
推荐人：
于海波，东北师范大学物理学院教授，博士生导师。
推荐语：
教师教育者的专业发展不论对于教师教育，还是对于整个教育体系来说都有着重要的作用。论文以来自6个国家的61名教师教育者为研究对象，采用访谈法，对教师教育者的专业发展需求、遇到的问题、影响因素、应对策略等进行了研究，能够为促进我国教师教育者专业发展提供参考和借鉴。
推荐文章：
The professional development of higher education-based teacher educators:needs and realities
ABSTRACT：Current literature suggests that while teacher educators perform a multitude of complex roles, they receive very little preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throughout their career. The purpose of the study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland, The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and consequently the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with and from each other.
文章来源：
Macphail A., Ulvik M., Guberman A.,etal.The professional development of higher education-based teacher educators:needs and realities[J]. Professional Development in Education, 2018:1-14.
【五】
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：
PCK作为教师知识的重要组成部分，从上个世纪八十年代开始受到国内外学者的关注。本文为Park团队的重要研究成果。他们在此前研究的基础之上，重新思考了PCK的内涵，并说明了这一新的概念体系是如何帮助我们理解教师的专业化发展的。本文是基于社会建构主义框架的多重个案研究，主要集中讨论（a）PCK是通过在特定的教学背景下的行动反思而发展起来的；（b）教师效能感是PCK的一种情感关联；(c)学生对教师PCK的发展有重要影响；(d)学生的障碍点在教师PCK的形成中起到了重要作用；（e）PCK在某些方面是具有特殊的这五个方面与教师专业发展的关系。本文的研究成果为今后的PCK研究提供了理论框架，被众多研究者借鉴引用。
推荐文章：
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals
ABSTRACT：The purpose of this study was to rethink the conceptualization of pedagogical content knowledge based on our descriptive research findings and to show how this new conceptualization helps us to understand teachers as professionals. This study was a multiple case study grounded in a social constructivist framework. Data were collected from multiple sources and analysed using three approaches: (a) constant comparative method, (b) enumerative approach, and (c) in-depth analysis of explicit PCK. The results indicated that (a) PCK was developed through reflection-in-action and reflection-on-action within given instructional contexts, (b) teacher efficacy emerged as an affective affiliate of PCK, (c) students had an important impact on PCK development, (d) students' misconceptions played a significant role in shaping PCK, and (e) PCK was idiosyncratic in some aspects of its enactment. Discussion centres on how these five aspects are related to teacher professionalism.
文章来源：
Park S, Oliver J S. Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals[J]. Research in Science Education, 2008, 38(3):261-284.
教师教育研究院
2020年6月24日
