关于初始教师教育中课程学习的全球见解：涵盖英语、日语和中文的系统文献综述

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-20 DOI:10.1016/j.tate.2024.104791

Shirley Tan, Sui Lin Goei, T. Martijn Willemse

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引用次数: 0

摘要

鉴于在初始教师教育（ITE）中对 "课程研究"（LS）的兴趣与日俱增，我们需要开展更多的研究，以便将 "课程研究 "有效地融入初始教师教育课程。本文献综述考察了英语、日语和汉语中的 LS 研究，重点关注其形式、挑战和建议。按照PRISMA指南分析了113项研究，揭示了职前教师参与、培训和指导中的通识教育适应性。挑战包括 ITE 文化中的权力不平衡和通识教育整合困难。建议包括增加观察机会和学校教师的早期参与。这项研究强调了文化、政策和历史对通识教育课程实施的影响，主张从更广泛的教育视角来加强师范教育课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Global insights on lesson study in initial teacher education: A systematic literature review encompassing English, Japanese, and Chinese language sources

Given the growing interest in Lesson Study (LS) in Initial Teacher Education (ITE), more research is needed to effectively integrate LS into ITE programmes. This literature review examines LS research in English, Japanese, and Chinese, focusing on forms, challenges, and suggestions. 113 studies were analysed following the PRISMA guidelines, revealing LS adaptations in pre-service teacher involvement, training, and mentorship. Challenges included power imbalance and LS integration difficulties in ITE cultures. Suggestions entail increased observation opportunities and early involvement of schoolteachers. The study underscores cultural, policy, and historical influences on LS implementation, advocating for broader educational perspectives in enhancing teacher education programmes.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.