新加坡如何培养21世纪教师——新加坡教师教育制度研究
摘要
新加坡南洋理工大学国立教育学院是新加坡政府指定的唯一的教师教育机构,与新加坡教育部形成密切伙伴关系,负责该国中小学教师职前培养和职后教师发展工作。21世纪以来,新加坡通过教育专业发展和职业生涯服务计划、提升绩效管理评估系统、21世纪教师教育模式、教师成长模式、TEACH发展框架等未来发展报告或计划,推动和指导本国教师教育变革,形成特色鲜明的教师教育制度,其制度特色为:教师教育机构追求专业、卓越的发展;教师"先入职,后培养"模式,入职教师来源多元但遴选严格;师资培育课程——价值、知识、技能三维并重,增能型教育实习强化理论与实践连接;教师专业发展支援系统完善,学习机会丰富,配套支持完备;教师生涯发展路径多元,教师潜能充分挖掘、人尽其才;基于胜任力的教师绩效评估管理,提升教学绩效,辅助教师发展,其专业、精致、关注教师生命成长的教师教育制度可为我国教师教育制度改革提供些许参考。
引文
[1]Steiner L.Using Competency-Based Evaluation to Drive Teacher Excellence:Lessons from Singaporey[EB/OL].[2018-01-13].http://opportunityculture.org/images/stories/singapore_lessons_2010.pdf.
[2]National Institute of Education,Singapore.HISTORY[EB/OL].[2018-01-13].http://www.nie.edu.sg/about-us/corporate-information 2017.
[3]National Institute of Education,Singapore.FAST FACTS ONNIE-Academic Staff[EB/OL].[2018-01-13].http://www.nie.edu.sg/about-us/corporate-information.
[4][12]National Institute of Education,Singapore.FAST FACTSON NIE-Teacher Education and Undergraduate Studies[EB/OL].[2018-01-13].http://www.nie.edu.sg/about-us/corporate-information.
[5]National Institute of Education,Singapore.NIE MOVING FOR-WARD:TOWARDS 2017 STRATEGIC ROADMAP[EB/OL].[2018-01-13].https://www.nie.edu.sg/docs/default-source/nie-files/nie-strategic-roadmap-14-sep-2015.pdf.
[6]游自达.新加坡教师教育制度与改革趋势[J].师资培育,2010(17):11.
[7]吕立杰.教师学习理论对教师教育课程的启示[J].教育发展研究,2010(22):59.
[8][19]Darling-Hammond L.Constructing 21st Century TeacherEducation[J].Journal of Teacher Education,2006(3):300-314.
[9]National Institute of Education,Singapore.Practicum[EB/OL].[2018-01-13].http://www.nie.edu.sg/teacher-education/practicum.
[10]Liu W C,Tan G C I,Hairon S.Developing Teacher Competency through Practice in Singapore[M]//Calvo de Mora J,Wood L R J.Practical Knowledge in Teacher Education-Approaches to Teacher Internship Programs.Abingdon:Routledge,2014:109-125.
[11]Lee C K E,Tan M Y.Rating teachers and rewarding teacher performance:The context of Singapore[Z].Paper Presented at APEC Conference on Replicating Exemplary Practices in Mathematics Education,2010(3):12.
[13]于文宏,李焰.工作压力研究综述[J].沈阳教育学院学报,2006,8(1):67-70.
[14]周春良.卓越教师的个件特征与成长机制研究--基于163位特级教师的调查[D].上海:华东师范大学,2014.
[15][16]李斌辉,张家波.职前教师需要什么样的教育实践[J].教育发展研究,2017(6):42.
[17]杨晓梦.让师生更“温暖”更“智慧”:新时代教师教育的责任与使命--来自“第二届全国教师专业发展学术会议”的声音[J].中小学管理,2018(3):30.
[18]Transforming teacher education:Redefined professionals for 21st century schools[M].National Institute of Education,Nanyang Technological University,2008.
[20]Christianakis M.Collaborative research and teacher education[J].Issues in Teacher Education,2010,19(2):109-125.
[21][22][23]伍叶琴,李森,戴宏才.教师发展的客体性异化与主体性回归[J].教育研究,2013(1):119.
(1)A+等级为5.0平均分、A等级亦为5.0平均分、A-为4.5、B+为4.0、B为3.5、B-为3.0、C+为2.5、C为2.0、D+为1.5、D为1.0、F为0.0。
(2)如PDGE学位,累积平均分为4.5至5.0,实习成绩为“优秀”(Credit),授予“杰出”(Distinction)荣誉;累积平均分为3.50至4.49,实习成绩为“通过”(Pass),授予“优良”(Credit)荣誉者;累积平均分为2.0至3.49,实习成绩为“通过”,授予“通过”级别。(见参考文献[21])
[2]National Institute of Education,Singapore.HISTORY[EB/OL].[2018-01-13].http://www.nie.edu.sg/about-us/corporate-information 2017.
[3]National Institute of Education,Singapore.FAST FACTS ONNIE-Academic Staff[EB/OL].[2018-01-13].http://www.nie.edu.sg/about-us/corporate-information.
[4][12]National Institute of Education,Singapore.FAST FACTSON NIE-Teacher Education and Undergraduate Studies[EB/OL].[2018-01-13].http://www.nie.edu.sg/about-us/corporate-information.
[5]National Institute of Education,Singapore.NIE MOVING FOR-WARD:TOWARDS 2017 STRATEGIC ROADMAP[EB/OL].[2018-01-13].https://www.nie.edu.sg/docs/default-source/nie-files/nie-strategic-roadmap-14-sep-2015.pdf.
[6]游自达.新加坡教师教育制度与改革趋势[J].师资培育,2010(17):11.
[7]吕立杰.教师学习理论对教师教育课程的启示[J].教育发展研究,2010(22):59.
[8][19]Darling-Hammond L.Constructing 21st Century TeacherEducation[J].Journal of Teacher Education,2006(3):300-314.
[9]National Institute of Education,Singapore.Practicum[EB/OL].[2018-01-13].http://www.nie.edu.sg/teacher-education/practicum.
[10]Liu W C,Tan G C I,Hairon S.Developing Teacher Competency through Practice in Singapore[M]//Calvo de Mora J,Wood L R J.Practical Knowledge in Teacher Education-Approaches to Teacher Internship Programs.Abingdon:Routledge,2014:109-125.
[11]Lee C K E,Tan M Y.Rating teachers and rewarding teacher performance:The context of Singapore[Z].Paper Presented at APEC Conference on Replicating Exemplary Practices in Mathematics Education,2010(3):12.
[13]于文宏,李焰.工作压力研究综述[J].沈阳教育学院学报,2006,8(1):67-70.
[14]周春良.卓越教师的个件特征与成长机制研究--基于163位特级教师的调查[D].上海:华东师范大学,2014.
[15][16]李斌辉,张家波.职前教师需要什么样的教育实践[J].教育发展研究,2017(6):42.
[17]杨晓梦.让师生更“温暖”更“智慧”:新时代教师教育的责任与使命--来自“第二届全国教师专业发展学术会议”的声音[J].中小学管理,2018(3):30.
[18]Transforming teacher education:Redefined professionals for 21st century schools[M].National Institute of Education,Nanyang Technological University,2008.
[20]Christianakis M.Collaborative research and teacher education[J].Issues in Teacher Education,2010,19(2):109-125.
[21][22][23]伍叶琴,李森,戴宏才.教师发展的客体性异化与主体性回归[J].教育研究,2013(1):119.
(1)A+等级为5.0平均分、A等级亦为5.0平均分、A-为4.5、B+为4.0、B为3.5、B-为3.0、C+为2.5、C为2.0、D+为1.5、D为1.0、F为0.0。
(2)如PDGE学位,累积平均分为4.5至5.0,实习成绩为“优秀”(Credit),授予“杰出”(Distinction)荣誉;累积平均分为3.50至4.49,实习成绩为“通过”(Pass),授予“优良”(Credit)荣誉者;累积平均分为2.0至3.49,实习成绩为“通过”,授予“通过”级别。(见参考文献[21])