姜勇,戴乃恩,黄创

• 1:华东师范大学教育学部
• 2:德国图宾根大学教育学院
• 3:华东师范大学外语学院

摘要(Abstract)：

欧洲各国近年来充分认识到推进教师教育课程的改革是提升教师质量,确保学生学业成功的重要基础。教师是否拥有先进的教育观念,是否具备科学、适宜的学科教学知识,是否形成多样、丰富的教育实践智慧,往往与教师教育课程的质量密切相关。为此,近年来欧洲各国大力推进了基于"在地实践"的教育课程改革,它呈现出三个重要特点:首先,以"在地实践"的探索为重要导向,关注教师实践智慧的形成。在教师教育课程的两种模式——"时间顺序模式"和"同时发生模式"——的选择上,坚定地以后者为主要模式。其次,注重通过"在地实践",提升师范生的"专业精神"的培育,注重师范生的专业热忱的涵养。欧洲很多学者指出,以往的教师教育课程对师范生的情感、道德和专业伦理等方面缺乏足够的重视与关注,因此有必要在教师教育课程的目标方面特别突出教师的职业精神与专业热忱。第三,将"专业标准"的建设作为"在地实践"的重要抓手,强化师范生的基本、核心的专业素养。欧洲各国近年来十分关注教师教育课程的"标准"或"大纲"的研制,以"标准"或"大纲"作为教师教育课程改革,特别是评估"在地实践"质量的重要标准。

关键词(KeyWords)： 欧洲国家;教师教育课程;在地实践

Abstract:

Keywords:

基金项目(Foundation): 2015年度教育部人文社会科学研究规划项目“基于概化理论的教师培训课程标准的研制研究”(项目编号:15YJA880028)阶段性成果之一

作者(Author): 姜勇,戴乃恩,黄创

参考文献(References)：

• [1]Hargreaves,A.Sustainable Leadership and Development in Education:Creating the Future,Conserving the Pas[tJ].European Journal of Education,2007,42(2):223-233.
• [2]Darling-Hammond,L.How Teacher Education Matters?[J].Journal of Teacher Education,2000,51(3):166-173.
• [3]Clark,M.&Drudy,S.Teaching for Diversity,Social Justice and Global Awarene[sJ].European Journal of Teacher Education,2006,29(3):371-386.
• [4]Ostinelli,G.Teacher Education in Italy,Germany,England,Sweden and Finland[J].European Journal of Education,2009,44(2):291-308.
• [5]Eurydice.Key Topic in Education in Europe[A].The Teaching Profession in Europe:Profile,Trends and Concerns.Report 1:Initial Training and Transition to Working Life in General Lower and Secondary Education[C].Brussels:EURYDICE,2002.
• [6]Viebahn,P.Teacher Education in Germany[J].European Journal of Teacher Education,2003,26(1):87-100.
• [7]Pence,H.M.&Macgillivray,I.K.The Impact of an International Field Experience on Pre-service Teachers[J].Teaching and Teacher Education,2008,24(1):14-25.
• [8]Kall Os,D.Teachers and Teacher Education in Swede[C].Paper presented at the international,2003.
• [9]Ingersoll,R.National Assessments of Teacher Qualit[M].Washington,D.C.:U.S.Department of Education,the National Center for Education Statistics,1994.
• [10]Linde,G.The Meaning of a Teacher Education Reform:National Story-telling and Global Trends in Sweden[J].European Journal of Teacher Education,2003,26(1):109-122.
• [11]Terhart,Ewald.Teacher Education in Germany:Current State and New Perspectives[A].in Moon,B.,Vlasceanu,L.,Barrows,L.C.(eds).Studies in higher education[C].Bucharest:Unesco-Cepes,2002:135-156.
• [12]Furlong,J.New Labour and Teacher Education:The End of an E[rJ].Oxford Review of Education,2005,31(1):119-134.
• [13]Halstead,V.Teacher Education in England:Analyzing Change Through Scenario Thinking[J].European Journal of Teacher Education,2003,26(1):63-75.
• [14]Moon,B.Teacher Education in England:Current Models and New Developments[A].Moon,Bob,Vlasceanu,Lazer,Barrows&Leland Conley.Institutional Approaches to Teacher Education within Higher Education in Europe:Current Models and New Developments Studies on Education[C].Bucharest:UNESCO/CEPES,2003:67-84.
• [15]Simola,H.The Finnish Miracle of PISA:Historical and Sociological Remarks on Teaching andTeacher Education[J].Comparative Education,2005,41(4):455-470.
• [16]Niemi,H.Teacher Education in Finland-current Trends and Future Scenarios:Teacher Education Policies in the European Union[C].Proceedings of the Conference on Teacher Education Policies in the European Union and Quality of Lifelong Learning.Loul(Algarve),22 and 23.Lisbon:Portuguese Presidency of the Council of the European Union,European Network on Teacher Education Policies,2000.
• [17]郝德永.不可“定义”的教育:论本质主义教育思维方式的终结[J].教育研究,2009(9):11-16.
• [18]刘国永.现实人与虚拟人的对话:网络朝代教育主体的交往方式[J].南京师大学报(社会科学版),2001(5):74-80.