师资培育 ——作为对教育改革的回应外文翻译资料

师资培育

——作为对教育改革的回应

摘要：教育改革运动中有许多新增的内容，其中有一部分就着眼于负责师资培育的机构，因此，本文以作为对教育改革的回应的师资培育为主题，概述了师资培育思想的主要路线，接着呈现了伟谷州立大学的教育是如何回应此次教育改革，重点阐述了密歇根州教育部门的行动并介绍了新的师资培育模式。

关键词：师资培育； 教育改革； 教师培养方案；教师领导者

一、给师资培育者的建议

阿瑟·莱文在教育学校教师的文章摘要中写道：“有一个差异常常被两方讨论，一方是那些相信教师是一个类似于法律工作者或医学工作者那样的行业，在你真正就业前需要有大量的培训，另一方则认为教学主要就在这份工作岗位上学习得到手艺。”这种信念上的冲突为师资培育、学校行政人员注重加强教师的质量和学校行政人员依靠高等教育机构来加强教师的质量而创造了对比的范例。因此莱文提供了加强师资培育的 五项建议：

（一）把师范院校从象牙塔转化成重视实践教育的专业培训学校；

（二）将师资培育计划的首要措施放在关注学生成绩上；

（三）制定五年期的师资培育课程标准；

（四）建立有效的师资培育质量把控机制；

（五）立即停下失败的师资培育项目，加强已经承诺部分的工作力度，扩大优秀的项目。创建激励优秀学生、转入博士生师范院校学生的机制。

二、密歇根州教育部门的行动

密歇根州教育部门的行动，尤其是在提高高等教育和师资力量的质量上。密歇根州教育部门正在开发强大的实证数据系统，该系统会将学生的成绩的与教师的工作效益相挂钩。虽然数据被许多变量所迷惑，比如：社会经济地位、 家庭系统教育与支持、学校资源等。发展和执行这一制度将明确的消息传递到到教师培养方案。第一，学生的学习成绩与毕业生的培养方案相挂钩的措施将用来衡量教师培养方案的有效性。第二，教师培养方案将被要求报告毕业生是否计划受雇进入教学职位，特别是在短缺地区，以及他们是否愿意留在这些职位上多年。第三，计划的毕业生和他们的校长的调查将直接关系到学校的教师培养方案和在该毕业生的学生。在最关键的意义上，假设是失败的学校就会意味着失败的教师培养方案。

此外，密歇根州教育部已将州际教师评价与支持联盟（INTASC）的标准纳入教师许可、 审批程序和专业发展。基于这些标准，了解学生的长处和需要，并根据这些为学生量身选配相适应的内容知识，将会将学生培养成为预期的教师。另外，这些新的标准不仅仅是针对于最初的培养，也对教师职业生涯有益。面向所有的教师和师资培养方案的标准包括：

（一）根据教师需要的知识和技能，为存在个体差异的学生来制订学习一系列的知识；

（二）教师需要认识到所有的学习者给他们带来的是不同的经验、能力、人才，此前所有的学习，以及语言、文化、家庭和社区中存在的价值，都是可以用来促进他们学习的财富 ；

（三）教师需要在确定学生学到了什么、如何学习，以及如何展现他们的学习中，使学生能够发挥主观能动性；

（四）教师必须对自己所具备的参照系、潜在的偏见、他们的期望对学生和家长的影响等都有更深入的了解；

（五）教师需要有更多的知识和技能围绕如何制定一系列评价方案，如何平衡形成性和终结性评价并酌情使用以及如何使用评价数据来了解每个学习者的成长与进步。

在州际教师评价与支持联盟的模型以及项目经验、跨课程活动和解决问题的能力中，与“一刀切”的方法相比较，用个性化设置或分化来确保学生成功的方法更被广为提倡。

拟议的修订正在通过的新修订的州际教师评价与支持联盟的模型呼吁着核心教学标准。密歇根州专业制备厅审查州际教师评价与支持联盟 标准和拟议的标准，并与当前的教师专业标准修订建议之间的对准。继公共听证会，讨论关于标准变化的拟议，建议的修订在 2011年12月被送回了州教育委员会，并开始进行审查和讨论意见。

订正的密歇根州老师使用权法案已通过包括老师成功链接到学生的学习成绩评价体系纳入和教育改革和教师备课的老师成功反过来计划其中包括教师教育的替代路线。这个评估系统基于两项措施： 校长评价教师的标准性能以外地区的第二次和标准化的考试的学生的性能 。

修订后的密歇根教师任期法案已经被纳入州际教师评价与支持联盟和教育改革，其中包含将学生将会与教育评价体系，包括将教师的成功与学生的表现相挂钩，反过来也将教师成功与作为师资培育的替代路线的教师培养方案相挂钩。这个评价体系是基于两项措施：第一是学生在标准化测试中的表现，第二是在标准化测试以外的区域中对教师的绩效评价。

三、新的师资培育模式

为了成功地实施这些新法规，教师和学校行政人员的培养方案需要考虑到新的教育模式，以便来为他们的学生准备新的标准。在文献中有一项一致的建议是链接内容区域中所说的，以及教育课程与学校的伙伴关系。这一建议是通常被称为示为老师和管理员准备的临床模型。该模型有助于教师和学校行政人员的培育从象牙塔走向实际的学校。这一临床模型中，学生始终处于各种理论、现场实践中，教师也积极地参与到与学校的伙伴关系中。亲爱的哈蒙德（2006）、全美教师教育认证理事会（2010）和泽兹纳（2010） 都在文献中表明创建这些伙伴关系最成功的方式就是通过培养方案来与大学服务区内的校区取得最直接的联系。

从服务学习、体验学习、行动学习和基于地方的教育领域的研究，推断出临床培育模式的研究。这项研究也还提供了这种方法的有效性的数据。由冈萨雷斯和米勒·纳特森 （2010）所做的研究认为，服务学习经验（在学校）为职前教师的学术成就、理论联系实际、学生更好地准备他们的教学事业产生积极的影响。

第二模型是教育管理者和教师的一种以教师为主导的模式，是巴尔和公爵提出的“由教师的过程中，单独或集体，影响他们的同事、校长和学校社区的其他成员以提高教学和学习实践，提高学生的学习和成就”。旧规范中教师的疏离被替换为新规范中的团队合作精神。这需要一个明确的学校目标，使得校长和老师都了解教师领导者的角色，并且支持教师和其他教育专家共同服务于所有全校学生。教师领导者需要被认可，在职责、权威、协作时间和学校管理者的支持下发挥领导作用。密歇根的教师编制程序可以方便的在他们的教育和学校管理者认证的变化和在职教师专业发展的高质量的现行规定。密歇根州的教师培养方案可以促进学校行政人员在教育和认证，以及规定高品质在职教师的专业发展现状的改变。该模式认为，作为教育工作者的教师领导被同行所尊重，为有效的做法做出表率，支持团队协作的学校结构，并与校长合作。文献显示，提供锻炼领导角色的机会会鼓励教师积极参与、贡献、负责。发展合作探究、专业探究的学校会有益于学生的学习。事实上，斯蒂格勒和希伯特（1999）认为在美国、日本、德国的数学教学研究中，日本的“合作学习”模式，即教师定期共同努力、改善实践的做法，似乎是使日本的学生在国际学生项目和国际数学与科学研究中稳居前十的关键。参与促进教师领导模式的国家包括堪萨斯，它采用的就是教师领导标准，是发展中国家中首位评估教师领导力。如俄亥俄州和肯塔基州正在重新设计其学校领导人培养方案，以团队为基础的方式来支持。

促进和激励教师领导者发挥作用：

（一）增加国家和地方行政区创建人员编制模式，包括区分教师的职业选择 ；

（二）创建许可和/或认证教师领导者的新结构 ；

（三）教师、管理员和其他利益攸关方参与发展基于标准模式的教师担任正式领导者的选择；

（四）建立系统的正式与非正式教师领导者贡献奖励和认可机制；

（五）制订补偿制度，承认教师的领导角色、 知识和技能 ；

（六）建立绩效管理和评估体系，确定不同的教师领袖的角色，促进在密歇根的教师认证的一致性。

四、结论

在处理密歇根教师培养方案规则和条例的变化中可以得出结论，一个教师培养方案的临床模式集成了各方经验，或结合临床模式将服务学习内容纳入教师培养方案可以说是教师培育的最佳实践。另外，文献与新的法规建议在师资培育中增加辅导，用最好的基础教育的教育家为下一代的教师担任培训导师和师范教育工作者，创建大学与学区之间的联系，并且满足学区的需求。密歇根州教师培养计划可能同样希望重新设计学校管理层的培养方案，来在学校内支持团队为基础的办法，教育和协助校长在理解教师领导模式的新的法令法规通过中发挥教师评价体系的广泛作用。

外文文献出处：

Pelon, Clayton and Sowa Wojciakowski, Claudia (2013) 'Teacher Preparation: Answering the Call of Educational Reform,'Colleagues: Vol. 10: Iss. 2, Article 9.

Available at:http://scholarworks.gvsu.edu/colleagues/vol10/iss2/9

附外文文献原文

Teacher Preparation: Answering the Call of Educational Reform

By Clayton Pelon, GVSU Staff and Claudia Sowa Wojciakowski, GVSU Faculty

Introduction

An increasing part of the education reform movement is looking at institutions that prepare teachers. The following article outlines the major lines of thought and then provides insight into what the Grand Valley State University College of Education is doing to respond to this call.

Recommendations for the Preparation of Educators

In the executive summary of Educating School Teachers by Arthur Levine (2006), “A schism is discussed between those who believe that teaching is a profession like law or medicine, requiring a substantial amount of education before one becomes a practitioner and those who think

teaching is a craft which is learned principally on the job.”(p.1) This conflict in beliefs has created contrasting models for educating teachers and school administrators making the quality of teacher and school administrator preparation dependent on the quality of the higher education institution. As a result Levine provided five recommendations for strengthening teacher preparation:

1. Transform education schools from ivory towers into professional schools focused on school practice;

2. Focus on student achievement as the primary measure of the success of teacher education programs;

3. Make five-year teacher education programs the norm;

4. Establish effective mechanisms for teacher education quality control;

5. Close failing teacher education programs, strengthen promising ones and expand excellent programs. Create incentives for outstanding students and career changers to enter teacher education at doctoral universities.

Michigan Department of Educationrsquo;s Actions

To improve higher education and teacher prepa

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Teacher Preparation: Answering the Call of Educational Reform

By Clayton Pelon, GVSU Staff and Claudia Sowa Wojciakowski, GVSU Faculty

Introduction

An increasing part of the education reform movement is looking at institutions that prepare teachers. The following article outlines the major lines of thought and then provides insight into what the Grand Valley State University College of Education is doing to respond to this call.

Recommendations for the Preparation of Educators

In the executive summary of Educating School Teachers by Arthur Levine (2006), “A schism is discussed between those who believe that teaching is a profession like law or medicine, requiring a substantial amount of education before one becomes a practitioner and those who think

teaching is a craft which is learned principally on the job.”(p.1) This conflict in beliefs has created contrasting models for educating teachers and school administrators making the quality of teacher and school administrator preparation dependent on the quality of the higher education institution. As a result Levine provided five recommendations for strengthening teacher preparation:

1. Transform education schools from ivory towers into professional schools focused on school practice;

2. Focus on student achievement as the primary measure of the success of teacher education programs;

3. Make five-year teacher education programs the norm;

4. Establish effective mechanisms for teacher education quality control;

5. Close failing teacher education programs, strengthen promising ones and expand excellent programs. Create incentives for outstanding students and career changers to enter teacher education at doctoral universities.

Michigan Department of Educationrsquo;s Actions

To improve higher education and teacher preparation in particular, strong empirical data systems that link teacher effectiveness to student success are being developed. Although the data are confounded by many variables such as socioeconomic status, family systems education and support, and school resources, the development and implementation of this system sends clear messages to teacher preparation programs. First, measures of student achievement associated with graduates of preparation programs will be used to measure the effectiveness of teacher education programs. Second, teacher preparation programs will be asked to report on whether program graduates are hired into teaching positions, particularly in shortage areas, and whether they stay in those positions for multiple years. Third, surveys of program graduates and their principals will directly tie teacher preparation programs to schools and their graduatesrsquo; students. In the most critical sense, the assumption is that failing schools imply failing teacher preparation programs.

Additionally Michigan Department of Education has incorporated the Interstate Teacher Assessment and Support Consortium (InTASC) standards into teacher licensing, program approval, and professional development. Based on these standards, knowing student strengths and needs and pairing these with tailored content knowledge will be expected of teachers. In addition these new standards are outlined for more than just initial training, but for a teachersrsquo; career. (The Interstate Teacher, 2013) Standards for all teachers and teacher preparation programs include:

bull; Teachers need knowledge and skills to customize learning for learners with a range of individual differences;

bull; Teachers need to recognize that all learners bring to their learning varying experiences, abilities, talents, and prior learning, as well as language, culture, and family and community values that are assets that can be used to promote their learning;

bull; Teachers need to assign learners a more active role in determining what they learn, how they learn, and how they demonstrate their learning;

bull; Teachers must have a deeper understanding of their own frames of reference, the potential biases in these frames, and their impact on expectations for and relationships with learners and their families;

bull; Teachers need to have greater knowledge and skill around how to develop a range of assessments, how to balance use of formative and summative assessment as appropriate, and how to use assessment data to understand each learnerrsquo;s progress (The Interstate Teacher,2013).

Personalization, or differentiation, to ensure student success is emphasized versus the “one size fits all” approach is stressed in the INTASC model as well as project experience, cross-curricular activities, and problem solving.

The proposed revisions called for an adoption of the newly revised InTASC model core teaching standards. The Michigan Office of Professional Preparation Services conducted a review of the InTASC Standards and an alignment between the proposed standards and the current PSMT with recommendations for revisions in the professional standards for teachers. Following public hearing regarding the proposed changes in the standards, the recommended revisions were returned to the SBE and the review and discussion of the comments began in December 2011.

The revised Michigan Teacher Tenure Act has incorporated InTASC and educational reforms by including an assessment system that links teacher success to student performance and in turn teacher success to teacher preparation programs which includes alternative routes for teacher education. This assessment system is based on two measures: studentsrsquo; performance on standardized tests and second on principalsrsquo; evaluation of teachers in areas outside of standard performance (Teacherrsquo;s Tenure: Act, 1937).

New Preparation Models

In order to succeed in implementing these new regulations, prepa

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