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篇名 |
美国薄弱校教师的职前培养策略与启示
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並列篇名 | Strategies for Preparing At-Risk School Teachers in the US and Their Implications |
作者 | 吕敏霞 |
中文摘要 | 近年来,美国尝试通过调整其职前教师培养项目,培养适于到薄弱校任教的师资,以提升薄弱校质量。其遵循的调整策略有:强调家长参与职前教师培养项目;吸纳更多的少数族裔群体或弱势社会经济背景者成为职前教师;补充职前教师培养项目的课程资源;要求教师教育者接受持续的专业培训且有薄弱校工作经历;立足薄弱学区构建教师专业发展学校;在薄弱学区发展驻校教师培养项目;重视对职前教师培养项目进行质量评价和缋效问责。这些对改进我国职前教师教育的质量提供了借鉴。 |
英文摘要 | In order to prepare more high-performing teachers for at-risk schools,some strategies have been adopted in America. They include emphasizing family involvement in teacher preparation programs; ensuring access for more ethical minority candidates or those from low-socioeconomic backgrounds; improving curricula resources ;requiring teacher education faculty to receive professional development and having experience in at-risk schools,creating PDS and establishing Teacher Residency Programs in high-needs school districts and strengthening evaluation of and accountability for teacher preparation programs. The above strategies have provided some implications in the related field in China. |
起訖頁 | 097-103 |
關鍵詞 | 美国、薄弱校教师、职前培养策略、US、at-risk school teacher、preparation strategy、implication |
刊名 | 比較教育研究 |
期數 | 201404 (36:4期) |
出版單位 | 北京師範大學 |
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| 勞动力市场中美国教师职业的供求关系与社会地位分析 |
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| “高等学枝招生政茉国际研讨会”会议综述 |