[1]杨 跃.美国威斯康辛州教师资格制度改革纷争及其启示[J].南京师大学报(社会科学版),2014,(04):091.
YANG Yue.Wisconsin Teacher Licensure Reform and Its Implications[J].Journal of Nanjing Normal University (Social Science Edition),2014,(04):091.
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美国威斯康辛州教师资格制度改革纷争及其启示
《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]
- 卷:
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- 期数:
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2014年04期
- 页码:
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091
- 栏目:
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- 出版日期:
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2014-08-15
文章信息/Info
- Title:
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Wisconsin Teacher Licensure Reform and Its Implications
- 作者:
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杨 跃*
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南京师范大学教师教育学院,“江苏高校协同创新计划:基础教育人才培养模式协同创新中心”,210097。
- Author(s):
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YANG Yue
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- 关键词:
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教师资格制度; 美国威斯康辛州; 教师教育标准; 教师资格证书; 发展性教师评价
- Keywords:
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teacher licensure system; Wisconsin of USA; teacher education standards; teacher license; development-oriented teacher assessment
- 摘要:
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美国威斯康辛州教师资格认证制度历史悠久。当前执行的教师资格制度具有教师入职条件严格,教师教育标准内容丰富,重视包括通识素养、学科专业素养和教学专业素养在内的教师全面素质培养,教师资格认证注重过程性和发展性评价等特点。但对其不足之处的批评也启示我们,在多元利益相关者共同作用下,任何教师资格制度都只能是妥协的产物; 建构多元主体、民主决策、相互制衡的教师教育治理范式是完善教师资格制度的前提。
- Abstract:
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The teacher licensure system in Wisconsin of USA has a long history. The current teacher education standards and teacher licensing system have several obvious strengths, such as the strict requirements for license, the substantial contents in teacher education standards, the emphasis on comprehensive quality in teacher preparation program, and the process-based and development-oriented teacher assessment. However, an examination of their shortcomings can also enable us to recognize: any teacher licensure system is a compromise between different interest groups; and the construction of effective teacher education governance characterized by democratic decision-making among multiple stakeholders is an important prerequisite for the success of teacher licensure.
备注/Memo
- 备注/Memo:
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* 教育学博士,南京师范大学教师教育学院教授、博士生导师,“江苏高校协同创新计划:基础教育人才培养模式协同创新中心”研究人员,210097。本文为“2012年度江苏省教育厅高校优秀中青年教师、校长境外研修项目”及“江苏高校协同创新计划:基础教育人才培养模式协同创新中心”研究成果。
更新日期/Last Update:
2014-08-15