美国中学数学教师培养UTeach模式课程设置研究——以陶森大学数学专业为例
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摘要
美国是教师教育改革和发展较为发达的国家之一,特别是在教师职前培养模式的构建过程中提供了先进、宝贵的实践经验.目前教师资格获取替代路径中应用较为广泛的是UTeach模式,这种课程模式具有接受多种类型的培养对象、创设针对性较强的教学模式、拥有广泛的认可与支持等特色.为中国打开了非师范专业培养优质职前教师的新视角,同时为中国建构新时代职前教师培养课程体系提供了一定的借鉴.
The United States was one of the developed countries in teacher education reform and development, in particular, it provided advanced and valuable practical experience in the construction of the preservice training model for teachers. At present, UTeach mode was widely used in the alternative path of teacher qualification acquisition, this course mode had the characteristics of accepting various types of training objects, creating a more targeted teaching mode, and having extensive recognition and support. It opened a new perspective for China to cultivate high-quality preservice teachers in non-normal majors, at the same time, it provided some reference for China to establish the curriculum system of preservice teacher training in the new era.
The United States was one of the developed countries in teacher education reform and development, in particular, it provided advanced and valuable practical experience in the construction of the preservice training model for teachers. At present, UTeach mode was widely used in the alternative path of teacher qualification acquisition, this course mode had the characteristics of accepting various types of training objects, creating a more targeted teaching mode, and having extensive recognition and support. It opened a new perspective for China to cultivate high-quality preservice teachers in non-normal majors, at the same time, it provided some reference for China to establish the curriculum system of preservice teacher training in the new era.
引文
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[2] COWAN J, GOLDHABER D. National board ceritification and teacher effectiveness:Evidence from Washington state[J]. Journal of Research on Educational Effectiveness, 2016, 9(3):233-258.
[3] MARDER M, HAMROCK C. Math and science outcomes for students of teachers from standard and alternative pathways in Texas[J]. UTeach Working Paper, 2016(29):1-30.
[4] SUELL J L, PIOTROWSKI C. Alternative teacher education programs:A review of the literature and outcome studies[J]. Journal of Instructional Psychology, 2007, 34(1):54-58.
[5] WALKINGTON C, MARDER M. Using the UTeach Observation Protocol(UTOP)to understand the quality of mathematics instruction[J]. ZDM, 2018, 50(3):507-519.
[6] BACKES B, GOLDHABER D, CADE W, et al. Can UTeach? Assessing the relative effectiveness of STEM teachers[J].Economics of Education Review, 2018(64):184-198.
[7] FOOTE K T, KNAUB A V. Seeding long-term, sustainable change in teacher preparation programs:The case of PhysTEC[J]. International Journal of STEM Education, 2018(5):37-53.
[8] WILLIAM E, KIRWAN B. The 21st century:The century of the American research university[J]. Innovative Higher Education, 2010, 35(2):101-111.
[9] GOLDHABER D, LIDDLE S, THEABALD R. The gateway to the profession:Assessing teacher preparation programs based on student achievement[J]. Economics of Education Review, 2013(34):29-44.
[10] TOWSON UNIVERSITY. The Towson UTeach[EB/OL].(2010-03-09)[2018-11-20]. https://www.towson.edu/fcsm/departments/uteach/programs/.
[11] TOWSON UNIVERSITY. Mathematics secondary education typical four-year sequence[EB/OL].(2013-06-08)[2018-10-19]. https://www.towson.edu/fcsm/departments/uteach/programs/documents/typical_sequence_native_students_mathematics_s18.pdf.
[12]刘新成,孟繁华,宁虹,等.教师专业发展:人学的责任——创设合作共同体、构建实践取向的教师教育模式[M].北京:首都师范大学出版社,2008:72-73.
[13]周莹,蔡金法.美国综合大学中学数学教育专业的课程设置探析——以美国特拉华大学为例[J].数学教育学报,2011,20(5):70-73.
[14]杨承根,胡典顺.免费师范生数学专业素质的调查研究[J].数学教育学报,2012,21(1):65-67.
[15]喻平.数学学科核心素养要素析取的实证研究[J].数学教育学报,2016,25(6):1-6.
[16]卢建川.美国最新NCATE数学教师职前专业标准评介[J].数学教育学报,2016,25(4):47-53.
[17]刘创业,代晋军,徐章韬,等.教育数学在行动:“一线串”思想在大学数学教学中的应用[J].数学教育学报,2018,27(4):82-87.
[2] COWAN J, GOLDHABER D. National board ceritification and teacher effectiveness:Evidence from Washington state[J]. Journal of Research on Educational Effectiveness, 2016, 9(3):233-258.
[3] MARDER M, HAMROCK C. Math and science outcomes for students of teachers from standard and alternative pathways in Texas[J]. UTeach Working Paper, 2016(29):1-30.
[4] SUELL J L, PIOTROWSKI C. Alternative teacher education programs:A review of the literature and outcome studies[J]. Journal of Instructional Psychology, 2007, 34(1):54-58.
[5] WALKINGTON C, MARDER M. Using the UTeach Observation Protocol(UTOP)to understand the quality of mathematics instruction[J]. ZDM, 2018, 50(3):507-519.
[6] BACKES B, GOLDHABER D, CADE W, et al. Can UTeach? Assessing the relative effectiveness of STEM teachers[J].Economics of Education Review, 2018(64):184-198.
[7] FOOTE K T, KNAUB A V. Seeding long-term, sustainable change in teacher preparation programs:The case of PhysTEC[J]. International Journal of STEM Education, 2018(5):37-53.
[8] WILLIAM E, KIRWAN B. The 21st century:The century of the American research university[J]. Innovative Higher Education, 2010, 35(2):101-111.
[9] GOLDHABER D, LIDDLE S, THEABALD R. The gateway to the profession:Assessing teacher preparation programs based on student achievement[J]. Economics of Education Review, 2013(34):29-44.
[10] TOWSON UNIVERSITY. The Towson UTeach[EB/OL].(2010-03-09)[2018-11-20]. https://www.towson.edu/fcsm/departments/uteach/programs/.
[11] TOWSON UNIVERSITY. Mathematics secondary education typical four-year sequence[EB/OL].(2013-06-08)[2018-10-19]. https://www.towson.edu/fcsm/departments/uteach/programs/documents/typical_sequence_native_students_mathematics_s18.pdf.
[12]刘新成,孟繁华,宁虹,等.教师专业发展:人学的责任——创设合作共同体、构建实践取向的教师教育模式[M].北京:首都师范大学出版社,2008:72-73.
[13]周莹,蔡金法.美国综合大学中学数学教育专业的课程设置探析——以美国特拉华大学为例[J].数学教育学报,2011,20(5):70-73.
[14]杨承根,胡典顺.免费师范生数学专业素质的调查研究[J].数学教育学报,2012,21(1):65-67.
[15]喻平.数学学科核心素养要素析取的实证研究[J].数学教育学报,2016,25(6):1-6.
[16]卢建川.美国最新NCATE数学教师职前专业标准评介[J].数学教育学报,2016,25(4):47-53.
[17]刘创业,代晋军,徐章韬,等.教育数学在行动:“一线串”思想在大学数学教学中的应用[J].数学教育学报,2018,27(4):82-87.