摘要
我国教师教育者的教学专业性亟待提升,探究教师教育者的教“教”过程为理解和解决此问题提供一种分析透镜。以关系性、抉择性的“张力”为理论视角,并以“教学法-内容-学生”为三维分析框架,通过质性研究方法探究X师大教师如何理解与实施教“教”。研究发现,大学教师教育者的教“教”之知是一种现实观照下的理想主义,教“教”之行则是路径依赖中的谨慎探索。在他们知行合一的“假相”里,潜藏着对教师教育者教学专业性是寻求确定性还是寻求“探险”的追问。未来教师教育者应发展一种寻求不确定性的学术,从内容转化走向教学法转化,并在教师教育教学法的更新迭代中实现发展与创新。
The improvement of teacher educators'teaching expertise is an urgent and important issue in China.Exploring teaching about teaching of teacher educators provides researchers an analytical lens for understanding and solving this problem.This study takes the"pedagogy-content-student"as analysis framework from the tension perspective.The research questions included:How did the university-based teacher educators(UbTEs)understand teaching about teaching?How did the UbTEs enact teaching about teaching?Qualitative research method was used in this study,including interviews,classroom observations and material collection.The study found that the understanding of UbTEs was a kind of idealism while considering the reality,and the act of UbTEs was cautious enquiry relying on stable pathways.On the behind of the fake phase of uniformity of knowing and action,the teaching expertise of teacher educators means the balance of pursuing certainty and exploration.The research advocates that a scholarship for seeking new uncertainty about teaching about teaching should be developed,while teacher education transferring from content-orientation to pedagogy-orientation and realizing the growth and innovation by the updates and iterations of teacher education pedagogy.
作者
徐淼
宋萑
XU Miao;SONG Huan(Center for Teacher Education Research,Beijing Normal University,Beijing,100875,PRC;Subcenter for Teacher Education Research of Beijing Normal University,Xingtai University,Xingtai,Hebei,054001,RPC)
出处
《西北师大学报（社会科学版）》
北大核心
2023年第6期40-51,共12页
Journal of Northwest Normal University(Social Sciences)
基金
教育部人文社会科学重点研究基地重大项目“追踪数据驱动的师范生学习与教师培养质量研究”(22JJD880011)
北京师范大学教育学一流学科培优项目学术单位规划课题“基于教师教育数据库建设的高素质专业化创新型教师队伍建设循证理论构建研究”(YLXKPY-XSDW202207)。
关键词
教师教育者
教学专业性
教“教”
职前培养
教师教育教学法
teacher educator
teaching expertise
teaching about teaching
teacher preparation
teacher education pedagogy
