Pitfalls of Experience in Teacher Preparation
Pitfalls of Experience in Teacher Preparation
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教师准备中的经验陷阱
DOI：
--
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发表时间：
1985
影响因子：
1
通讯作者：
Margret Buchmann
中科院分区：
文献类型：
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作者：
S. Feiman;Margret Buchmann
人们普遍相信第一手经验的教育价值。我们会说“那是一次真正的学习经历”、“熟能生巧”、“经验是最好的老师”和“让经验成为你的指南”。常识将经验视为重要学习的手段和内容。这种对第一手经验的隐含信任在有关学习教学的讨论中尤其明显。教师们声称他们对教学的大部分了解都来自第一手经验。简而言之，他们通过教学学会了教学。当老师们回顾他们的正式准备时，他们普遍表示学生教学是最有价值的部分。秉承这一信念，教师预备课程给予越来越多的时间进行课堂体验，而在职课程则强调教师彼此分享经验。越来越多的州提出了教师认证的替代途径，使大学毕业生可以用为期一年的实习代替正式的准备。但是，经验真的像大多数人想象的那样成为教师中的良师吗？为了回答这个问题，我们必须考虑常用的非正式推理和判断策略、个人记忆和课堂现实的直接影响、教师教育者的教学目的以及学校作为机构的规范背景。本文重点关注在职前学习教学阶段的第一手经验的贡献。讨论基于一个广泛的观点，即学习教学是一个在正式教师准备之前开始并在之后继续的过程。因此，职前现场经验是一个连续体的一部分，其中包括与父母和老师的早期丰富经验以及工作中不可避免的学习。
There is a common belief in the educative value of firsthand experience. We say things like “that was a real learning experience,” “practice makes perfect ,” “ experience is the best teacher,” and “let experience be your guide.” Common sense casts experience as both the means and content of important learnings. This implicit trust in firsthand experience is particularly evident in discussions about learning to teach. Teachers claim that most of what they know about teaching came from firsthand experience. In short, they learned to teach by teaching. When teachers look back on their formal preparation, they generally say that student teaching was the most valuable part. In deference to this belief, teacher preparation programs give more and more time to classroom experience, while in-service programs stress teachers’ sharing their experiences with one another. Increasingly, states are proposing alternative routes to teacher certification whereby college graduates can replace formal preparation with a yearlong internship. But is experience as good a teacher of teachers as most people are inclined to think? To answer this question, we must take into account commonly used informal strategies of inference and judgment, the immediate impact of personal memories and classroom realities, the instructional purposes of teacher educators, and the normative context of schools as institutions. This article focuses on the contribution of firsthand experience in the preservice phase of learning to teach. The discussion rests on a broad view of learning to teach as a process that begins before formal teacher preparation and continues afterward. Thus preservice field experiences are part of a continuum that includes powerful early experiences with parents and teachers as well as the learning that inevitably occurs on the job.