CAJ | 학술논문

美国夏威夷大学通过实行两年的教学型教育硕士（MET）计划培养未来教师。该计划以实践探究为核心，以倡导合作的学习共同体为文化准则，以有效教师——反思性实践者的培养为主要目标，通过在大学与中小学之间建立紧密的伙伴关系实现理论与实践的融合。该项目围绕四项基本指导原则和多位一体的培养目标，通过高度融合的课程以及以探究为本的学习方式培养了大量的高品质的教师，其设计集中体现了理论与实践的融合特征，对其经验进行总结可为我国教师教育改革发展提供借鉴。
미국하위이대학통과실행량년적교학형교육석사（MET）계화배양미래교사。해계화이실천탐구위핵심，이창도합작적학습공동체위문화준칙，이유효교사——반사성실천자적배양위주요목표，통과재대학여중소학지간건립긴밀적화반관계실현이론여실천적융합。해항목위요사항기본지도원칙화다위일체적배양목표，통과고도융합적과정이급이탐구위본적학습방식배양료대량적고품질적교사，기설계집중체현료이론여실천적융합특정，대기경험진행총결가위아국교사교육개혁발전제공차감。
The University of Hawaii implemented the Master of Education in Teaching （MET） Program （a two-year graduate program） to prepare teachers that challenges the traditional transmission approach to teacher education. The program has inquiry into practice as the core focus, a collaborative learning community as its cultural norm, and the development of effective teachers who are reflective practitioners as the goal. The integration of theory and practice is accomplished through the close school/university partnership. The program＇s design philosophy, structure, composition and curriculum have distinctive features, and all this is significant for China to refer to in the reform of teacher education.