Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences.-猫眼课题宝

弥合理论与实践之间的差距：将课程与现场经验联系起来。

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2006

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D. Allsopp;Darlene DeMarie;Patricia Alvarez;E. Doone

职前教师教育中校校合作的概念并不是一个新概念。学校与大学的合作关系，如专业发展学校，已经在文献中讨论了十多年。专业发展学校（PDS）等伙伴关系努力虽然在概念上很受欢迎，但发展和维持这些努力需要花费大量时间，而且它们承担着巨大的专业责任（Rice, 2002; Robinson & Darling-Hammond, 1994; the Holmes Group, 1990; Teitel, 1998）。发展伙伴关系的关键参与者通常支持一项研究议程，旨在促进积极的学校氛围，以提高学生的成绩。根据Holmes小组的研究，共享伙伴关系的研究目标通常包括“提高K-12教学质量，为初任监督教师做准备，以及为实习监督教师提供专业发展”（Ross, Brownell, Sindelar, 1999, p. 1）。然而，完成既定目标的所有组成部分往往是一项艰巨的任务。霍尔姆斯集团注意到，许多伙伴关系尚未获得这种共同努力所固有的好处。弥合理论与实践之间的差距完成PDS议程，学校和大学必须批判性地审视指导他们如何开展工作的核心假设。学校和大学都必须对其目标和运作结构的新想法持开放态度，它们必须对重新定义现有角色的可能性持开放态度。这种严格的检查可能会让参与者感到非常不舒服。收集既能揭示缺点又能揭示进步的数据的前景可能令人不安。在很大程度上，PDS运动并没有导致评估具体伙伴关系目标和目的的数据收集工作（Klingner, Ahwee, van Garderen, & Hernandez, 2002; Rice, 2002; Ross, Brownell, & Sindelar, 1999; Kersh & Masztal, 1998; Teitel, 2001）。然而，越来越多的州议员和其他人正在要求数据来支持伙伴关系的努力可以提高教师的准备和K-16学生的成绩（Abdal-Haqq, 1996; Blackwell, 2002）。作为教师教育者，我们重视学校与大学的合作关系在教师培养中的作用，我们有责任记录这种合作关系是如何为学校和大学带来积极成果的。例如，让教师候选人与教师合作在多大程度上能提高K-12学生的成绩？许多教师培训计划的长期目标是通过密切的大学-学校合作关系，将理论与实践（即联系）联系起来（Barkesdale-Ladd & Rose, 1997）。从本质上讲，PDS模型的建立是为了弥合理论和实践之间的差距，并提供一个环境，在这个环境中，大学教师和教师之间的合作可以促进知识共享、专业成长和渐进式教学方法（Holmes Group, 1990; Goodlad, 1990）。PDS模式的一个主要目标是让教师候选人参与学校的专业活动，以培养探究、反思、解决问题和合作的技能（Rock & Levin, 2002，第7页）。Merrill（2002）认为，当知识在现实世界中得到应用和整合时，学习就会得到促进。大多数教学设计理论提倡知识和技能的应用是有效学习的必要条件（第6页）。当教师候选人有多种机会将他们所学到的知识应用到有意义的环境中，学习就会得到加强（Gagne, 1985; Gardner, 1999; Perkins & Unger, 1999）。教师候选人在实际的学校环境中学习课程并完成实践经验的模式（“基于现场的”）是一种可以提供这种经验的方法。…

The concept of school-university partnerships in pre-service teacher education is not a new idea. School-university partnerships, such as professional development schools, have been discussed in the literature for more than a decade. While popular in concept, partnership efforts such as the professional development schools (PDS) are time consuming to develop and sustain, and they carry with them great professional responsibility (Rice, 2002; Robinson & Darling-Hammond, 1994; The Holmes Group, 1990; Teitel, 1998). Key players in the development of partnerships generally espouse a research agenda that is designed to promote a positive school climate with the intent of improved student outcomes. According to the Holmes Group, shared partnership research goals regularly include "improving the quality of K-12 teaching, the preparation of beginning supervising teachers, and the professional development of practicing supervising teachers" (Ross, Brownell, Sindelar, 1999, p. 1). However, accomplishing all components of the established goals is often a difficult task. The Holmes Group notes that many partnerships have yet to attain the benefits inherent in such joint efforts. Bridging the Gap between Theory and Practice accomplish the PDS agenda, schools and universities must critically examine the core assumptions that guide how they do their work. Both schools and universities must be open to new ideas regarding their goals and operating structures, and they must be open to the possibility of redefining existing roles. Such critical examination can be quite uncomfortable for participants. The prospect of collecting data that reveal shortcomings as well as progress can be unsettling. To a large extent, the PDS movement has not resulted in data collection efforts that evaluate specific partnership goals and objectives (Klingner, Ahwee, van Garderen, & Hernandez, 2002; Rice, 2002; Ross, Brownell, & Sindelar, 1999; Kersh & Masztal, 1998; Teitel, 2001). Yet increasingly, state legislators and others are requesting data to support the claims that partnership efforts result in enhanced teacher preparation and K-16 student outcomes (Abdal-Haqq, 1996; Blackwell, 2002). While we as teacher educators value the role school-university partnerships play in teacher preparation, it is incumbent upon us to document how such partnerships actually result in positive outcomes for both schools and universities. For example, to what extent does having teacher candidates work collaboratively with teachers result in increase K-12 student outcomes? A long-standing goal for many teacher preparation programs is to link theory to practice (i.e., linkages) for teacher candidates through close university-school partnerships (Barkesdale-Ladd & Rose, 1997). Essentially, the PDS models were established to bridge this gap of theory and practice and to provide an environment in which collaboration between university faculty and teachers can foster shared knowledge, professional growth, and progressive methods of instruction (Holmes Group, 1990; Goodlad, 1990). A primary goal of the PDS model is to engage the teacher candidate in professional activities within schools in order to develop the skills of inquiry, reflection, problem solving and collaboration (Rock & Levin, 2002, p. 7). According to Merrill (2002), learning is promoted when knowledge is applied and integrated in the real world. "Most instructional design theories advocate application of knowledge and skill as a necessary condition for effective learning (p. 6)." Learning is enhanced when teacher candidates are provided with multiple opportunities to apply what they have learned in meaningful contexts (Gagne, 1985; Gardner, 1999; Perkins & Unger, 1999). A model where teacher candidates both take their courses and complete their practica experience in an actual school setting ("sitebased") is one approach that can provide this experience. …

Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences.

弥合理论与实践之间的差距：将课程与现场经验联系起来。

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