再次转向以实践为基础的教师教育

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-03-01 DOI:10.1177/00224871231161459

Kenneth M. Zeichner

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引用次数: 0

摘要

当前确定应纳入教师教育课程的核心教学实践的工作是美国教师教育改革的长期传统的一部分。本文将希伯特和莫里斯的建议以及与这一历史传统相联系的当代作品放在一起，并确定了当前工作需要解决的几个问题。这些任务包括开发一个系统，与过去基于绩效的系统不同，它是基于证据的，可管理的和可持续的，并且不会忽视良好教学的重要方面。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Reprint: The Turn Once Again Toward Practice-Based Teacher Education

Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).