创建21世纪的教师教育

琳达.达林哈蒙德

doi:10.16382/j.cnki.1000-5560.2008.04.004

创建21世纪的教师教育

doi: 10.16382/j.cnki.1000-5560.2008.04.004

琳达.达林哈蒙德

斯坦福大学教育学院

详细信息

作者简介:
琳达.达林哈蒙德：琳达·达林-哈蒙德, 美国斯坦福大学教育学院CharlesE· Ducomman教育学教授及学校改革网络连和总监, 曾出任全美教学与全美未来委员会执行主任

中图分类号: G40
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- 被引次数: 0
出版历程
- 收稿日期: 2008-09-01
- 刊出日期: 2009-01-10

摘要

摘要: 对外行人而言, 成长为一名优秀教师所应具备的条件以及所需了解的信息, 是无从察觉的, 即通过学习无法获取, 于是他们就形成了这样一个观点:教学是不需要接受正规培训的, 同时也破坏了教师教育项目。传统培训模式的弱点就在于大量的不相关课程更加深了上述观点。本文重在探讨对于如何创建一个有效且有利于专业发展的教师教育项目所做的大量研究。此项目中的三个关键部分, 包括课程之间, 课程学习和临床实践之间保持连续性和整体性; 大量且严密监督的临床实践与教育学相关的课程学习的有机结合, 理论联系实际; 同时学习者应与学校保持紧密关系, 这样他们更易了解好教师的典范, 促使他们更快的成长和发展。本文也极力主张学校教育应该抵挡压力, 削弱那些最终影响教师引进, 学校教学声誉以及专业实力等等的计划。
- 实地经验 /
- 教育基础 /
- 教学实习 /
- 监督指导 /
- 教师教育理论

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