初级教师教育的质量?:分析教育学职业教师职业的新标准

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Maria Del Rosario Rivero Castro, María Paz Medeiros
{"title":"初级教师教育的质量?:分析教育学职业教师职业的新标准","authors":"Maria Del Rosario Rivero Castro, María Paz Medeiros","doi":"10.4151/07189729-vol.62-iss.3-art.1248","DOIUrl":null,"url":null,"abstract":"Based on a review of international guiding standards from the United States, Australia, England, Scotland y New Zealand and a literature review about effective teacher training programs, the main objective of this article is to present an analysis of guiding standards for degree programs published in Chile in 2021, including recommendations to enhance the content and the implementation of standards. The analysis of the Chilean standards is organized in three main domains: Professional Knowledge, Professional Skills and Professional Commitment. The comparative analysis between international and Chilean standard concludes that national standards are aligned to the literature findings and international standards since Chilean standards include the main professional knowledge, professional skills, and professional commitment that the literature review and international standards highlight as key for teacher education and teacher effectiveness. The analysis points to some weak aspects of the Chilean new standards in its content and implementation. One example is that the skill of problem-solving (individual or collaborative) for learning is not included as a main aspect of the standards. Another example is the importance of including several strategies for teaching students from diverse ethnic origin. These aspects could be considered in future versions of the Chilean standards for teaching education. Also, the analysis identifies some new strengths such us collaborative work, professional ethics, and feedback for learning, among others, compared to the old Chilean standards. To go beyond the content of national Chilean standards, this paper also suggests several strategies for improving the implementation of standards as well. First, the government could offer orientation resources on how to use and incorporate national standards in a practical way in teacher training programs, as done in the United States and Australia. In second place, the government could provide seminars and other meetings between teachers, academics, and students to know more about national standards and gain a positive attitude towards them.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"¿Calidad en la Formación Inicial Docente?: Análisis de los nuevos Estándares de la Profesión Docente para carreras de Pedagogía\",\"authors\":\"Maria Del Rosario Rivero Castro, María Paz Medeiros\",\"doi\":\"10.4151/07189729-vol.62-iss.3-art.1248\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Based on a review of international guiding standards from the United States, Australia, England, Scotland y New Zealand and a literature review about effective teacher training programs, the main objective of this article is to present an analysis of guiding standards for degree programs published in Chile in 2021, including recommendations to enhance the content and the implementation of standards. The analysis of the Chilean standards is organized in three main domains: Professional Knowledge, Professional Skills and Professional Commitment. The comparative analysis between international and Chilean standard concludes that national standards are aligned to the literature findings and international standards since Chilean standards include the main professional knowledge, professional skills, and professional commitment that the literature review and international standards highlight as key for teacher education and teacher effectiveness. The analysis points to some weak aspects of the Chilean new standards in its content and implementation. One example is that the skill of problem-solving (individual or collaborative) for learning is not included as a main aspect of the standards. Another example is the importance of including several strategies for teaching students from diverse ethnic origin. These aspects could be considered in future versions of the Chilean standards for teaching education. Also, the analysis identifies some new strengths such us collaborative work, professional ethics, and feedback for learning, among others, compared to the old Chilean standards. To go beyond the content of national Chilean standards, this paper also suggests several strategies for improving the implementation of standards as well. First, the government could offer orientation resources on how to use and incorporate national standards in a practical way in teacher training programs, as done in the United States and Australia. In second place, the government could provide seminars and other meetings between teachers, academics, and students to know more about national standards and gain a positive attitude towards them.\",\"PeriodicalId\":42214,\"journal\":{\"name\":\"Perspectiva Educacional\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-07-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectiva Educacional\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1248\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectiva Educacional","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1248","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

基于对美国、澳大利亚、英格兰、苏格兰和新西兰等国的国际指导标准的回顾,以及对有效教师培训项目的文献回顾,本文的主要目的是对智利2021年发布的学位课程指导标准进行分析,包括加强标准内容和实施的建议。智利标准的分析分为三个主要领域:专业知识、专业技能和专业承诺。国际标准与智利标准的对比分析得出结论,智利国家标准与文献研究结果和国际标准一致,因为智利标准包括文献综述和国际标准强调的主要专业知识、专业技能和专业承诺,这是教师教育和教师有效性的关键。分析指出了智利新标准在内容和执行方面的一些薄弱之处。一个例子是,解决问题的技能(个人或合作)的学习不包括作为一个主要方面的标准。另一个例子是,在教授来自不同种族的学生时,包括几种策略的重要性。这些方面可以在今后版本的智利教育教学标准中加以考虑。此外,与智利的旧标准相比,该分析还发现了一些新的优势,如协作工作、职业道德和学习反馈等。为了超越智利国家标准的内容,本文还提出了几个改进标准执行的策略。首先,政府可以像美国和澳大利亚那样,就如何在教师培训项目中以实际的方式使用和纳入国家标准提供指导资源。其次,政府可以在教师、学者和学生之间提供研讨会和其他会议,以更多地了解国家标准,并获得对国家标准的积极态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
¿Calidad en la Formación Inicial Docente?: Análisis de los nuevos Estándares de la Profesión Docente para carreras de Pedagogía
Based on a review of international guiding standards from the United States, Australia, England, Scotland y New Zealand and a literature review about effective teacher training programs, the main objective of this article is to present an analysis of guiding standards for degree programs published in Chile in 2021, including recommendations to enhance the content and the implementation of standards. The analysis of the Chilean standards is organized in three main domains: Professional Knowledge, Professional Skills and Professional Commitment. The comparative analysis between international and Chilean standard concludes that national standards are aligned to the literature findings and international standards since Chilean standards include the main professional knowledge, professional skills, and professional commitment that the literature review and international standards highlight as key for teacher education and teacher effectiveness. The analysis points to some weak aspects of the Chilean new standards in its content and implementation. One example is that the skill of problem-solving (individual or collaborative) for learning is not included as a main aspect of the standards. Another example is the importance of including several strategies for teaching students from diverse ethnic origin. These aspects could be considered in future versions of the Chilean standards for teaching education. Also, the analysis identifies some new strengths such us collaborative work, professional ethics, and feedback for learning, among others, compared to the old Chilean standards. To go beyond the content of national Chilean standards, this paper also suggests several strategies for improving the implementation of standards as well. First, the government could offer orientation resources on how to use and incorporate national standards in a practical way in teacher training programs, as done in the United States and Australia. In second place, the government could provide seminars and other meetings between teachers, academics, and students to know more about national standards and gain a positive attitude towards them.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Perspectiva Educacional
Perspectiva Educacional EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信