Combining the Development of Practice and the Practice of Development in Teacher Education
Combining the Development of Practice and the Practice of Development in Teacher Education
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教师教育实践发展与实践发展相结合
DOI：
10.1086/596996
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
H. Bass
中科院分区：
文献类型：
--
作者：
D. Ball;Laurie Sleep;Timothy A. Boerst;H. Bass
这篇文章描述并分析了密歇根大学小学数学教师教育的一个项目，十年来，这个项目一直是培养初学K-8数学教师的一个场所，这些教师既注重实践，又以内容为中心。这项工作的成果包括视频记录、教学任务和评估，以及我们课程的集体作业结构。这些材料和工作方法构成了教师教育知识库的系统完善和教师教育工作者专业发展的资源集合。这种以实践为基础的方法来开发我们的课程和他们的教师，使我们能够提高专业指导，并建立超出特定课程或在其中工作的个人有用的知识。我们首先讨论我们小组试图解决的教师教育的两个核心问题，然后描述我们开发的材料类型和工作方式。我们分析了从这项工作中产生的专业课程的特点，将它们与问题联系起来，并考虑到在我们自己的背景之外的可转移性问题。
This article describes and analyzes a program of work in elementary mathematics teacher education at the University of Michigan that has, for a decade, been a site for the development of approaches to preparing beginning K–8 mathematics teachers that are both aimed at practice and centered in content. Among the products of this work are video records, instructional tasks, and assessments, as well as structures for collective work on our courses. These materials and ways of working comprise a collection of resources for both the systematic improvement of the knowledge base for teacher education and the professional development of teacher educators. This practice‐based approach to the development of both our courses and their instructors has enabled us to improve professional instruction and to build knowledge that is useful beyond a particular course or the individuals who work in it. We begin by discussing 2 central problems of teacher education that our group has tried to address and then describe the types of materials and ways of working that we have developed. We analyze the features of the professional curriculum produced from this work, relate them to the problems, and consider issues about transferability to contexts beyond our own.