转载:教师教育如何重要

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teacher Education Pub Date : 2023-03-01 DOI:10.1177/00224871231161863
L. Darling-Hammond
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引用次数: 1

摘要

尽管长期以来对教师教育的批评,但大量证据表明,那些为教学做了更多准备的教师比那些准备很少或没有准备的教师更有信心,更能成功地与学生相处。最近的证据还表明,教师教育改革创造了更紧密结合的课程,将扩展的临床准备与学习和教学课程相结合,从而使教师更有效率,更有可能进入并留在教学岗位上。教师教育的一个重要贡献是它培养了教师从学习者的角度审视教学的能力,这些学习者为课堂带来了不同的经验和参考框架。
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Reprint: How Teacher Education Matters
Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’ abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.
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来源期刊
Journal of Teacher Education
Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.90
自引率
7.70%
发文量
0
期刊介绍: The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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