Recent Developments in Teacher Education in the United States of America
Recent Developments in Teacher Education in the United States of America
复制标题
美国教师教育的最新发展
DOI：
10.1080/02607470120067918
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发表时间：
2001
期刊：
影响因子：
--
通讯作者：
Vladimir T. Khmelkov
中科院分区：
文献类型：
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作者：
M. Hallinan;Vladimir T. Khmelkov
1986年发表的两份国家报告标志着美利坚合众国师范教育改革的开始。这两份报告都提出了教师教育改革的双重方法：首先，通过取消本科教师认证项目和要求研究生水平的培训来丰富教师的专业教育;第二，改变教师职业的结构，用两个等级取代所有教师等级相同的现行无差别制度，一种分层制度，即首席教师或职业专业人员将承担比正规教师更高的责任，领取更高的工资。一份为期十年的后续报告指出，教师教育改革的这些目标取得了一些进展，但批评教育学校没有做出更大的努力，将其教育计划与小学和中学联系起来。该报告特别主张专业发展学校将大学教育学院与学校系统联系起来。最近对师范教育进行改革的努力大多采用了这一方法。一个特别的重点是培养新的和有经验的教师，以教育日益多样化的学生。
Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.