教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2011年
4期
16~21
,共null页
职前教师 教育实践 教师培养 基础教育
職前教師 教育實踐 教師培養 基礎教育
직전교사 교육실천 교사배양 기출교육
pre-service teachers; educational practices; teacher preparation; basic education
职前教师教育所面临的一个核心议题是如何帮助职前教师恰如其分地将理论知识运用于教育教学实践中。越来越多的研究者认为,职前教师应该在习得和建构教育教学的理论知识的同时,需要充分理解、体验和建构实践知识,“从实践中学习,为实践而学习”。基于这种主张,本文重点讨论:大学场域中职前教师的理论知识习得与教育教学实践(田野经验)之间的关系。讨论的过程分为三个部分:教育实践内涵的再讨论、教育实践的范式变迁过程,以及教育实践的模式变革。
職前教師教育所麵臨的一箇覈心議題是如何幫助職前教師恰如其分地將理論知識運用于教育教學實踐中。越來越多的研究者認為,職前教師應該在習得和建構教育教學的理論知識的同時,需要充分理解、體驗和建構實踐知識,“從實踐中學習,為實踐而學習”。基于這種主張,本文重點討論:大學場域中職前教師的理論知識習得與教育教學實踐(田野經驗)之間的關繫。討論的過程分為三箇部分:教育實踐內涵的再討論、教育實踐的範式變遷過程,以及教育實踐的模式變革。
직전교사교육소면림적일개핵심의제시여하방조직전교사흡여기분지장이론지식운용우교육교학실천중。월래월다적연구자인위,직전교사응해재습득화건구교육교학적이론지식적동시,수요충분리해、체험화건구실천지식,“종실천중학습,위실천이학습”。기우저충주장,본문중점토론:대학장역중직전교사적이론지식습득여교육교학실천(전야경험)지간적관계。토론적과정분위삼개부분:교육실천내함적재토론、교육실천적범식변천과정,이급교육실천적모식변혁。
One of the key issues teacher education facing is how to help pre-serviee teachers utilize their academic knowl- edge into their prospective teaching practices. Researchers argue that pre-service teachers must understand, experience and construct their practical knowledge, while they are learning pedagogical theories. Pre-service teachers should "learn from practices, and learn for practices". Based on this perspective, this article discusses the relationship between pre-service teachers' academic knowledge acquisition and educational practices (field experience). There are three sections in this article : ( 1 ) conceptualization of "educational practices" ; ( 2 ) paradigm transformation of educational practices ; and ( 3 ) innovation of educational practices.