Confucius＇ Psychological Adjustment Strategies and Its Revelation for Teachers

孔子以丰厚的学识修养锻炼出成熟丰富的心理调适策略：树立崇高的价值取向；构建学习型生活方式；培养高雅的生活情趣；固守正确的交友观念；保持幽默的人生态度。这些策略对当代教师具有重要的借鉴意义。     

透析生活史研究在古德森教师研究中的角色

生活史研究已日渐运用于当代教育研究中。英国教育社会学家艾沃·古德森不仅较早地将其用于课程研究，还更多地用于教师研究。文章考察了古德森不同阶段的教师研究，分析了生活史研究在教师研究中所扮演的角色：为教师生活研究提供研究方法；为在"中间地带"建构理论提供资源；为促成教师"叙事学习"和"叙事教学"场域奠定基础。指出运用生活史研究是古德森教师研究生涯中一以贯之的思想，背后有其对教师深刻的社会关怀。这一思想在其教师研究中扮演着多重角色，对我国教师和教师教育研究者及实践者而言，有诸多借鉴意义。     

学前教育师范生TPACK现状调查及教学改革建议

在“互联网+”及多元文化知识不断融合的教育背景下，信息技术在教学中被提升到一个新的高度。为了解学前教育师范生群体对信息技术知识在教学活动中的应用程度，笔者采用自编的《学前教育师范生TPACK》量表对220名在校学前教育师范生进行调查。统计分析发现：1）学前教育师范生的总体TPACK知识掌握较好，但技术知识仍然较为薄弱；2）学前教育师范生TPACK知识存在显著的年级差异，但性别差异不显著；3）信息技术爱好和训练会造成学前教育师范生TPACK知识的差异。应采取的对策：1）注重培养学前教育师范生的信息技术知识和能力；2）大力推进第二课堂，促进TPK和TCK的发展；3）进行产学研合作，提升学前教育师范生的TPACK水平。     

Desire for the desert: racialising white teachers’ motives for working in remote schools in the Australian desert

Abstract

Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between ‘progressive’ (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers’ and missionaries’ desires to travel to the social margins. This article adopts a discursive understanding of remoteness to examine contemporary white teachers’ decisions to work in Aboriginal schools in the desert – decisions that are often articulated through unwitting recourse to the ‘three Ms’ or ‘tourist’. The article explores these identity constructs and how they enable different performances of whiteness. It examines how white people’s desires are often covertly raced but does not however, position the teacher as a priori racist. Rather, desire is theorised as a social construct in which subjects invest, which may at times contribute toward processes of decolonisation. This rendering moves beyond a logic of individualism and underpins the argument that recognising how these dynamics play out is vital with respect to understanding the place of white teachers inside remote Indigenous Education. Moreover, such insights are valuable for appreciating how whiteness continues to be reproduced in White Australia under a guise of good intentions.     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

Understanding racial literacy through acts of (un)masking: Latinx teachers in a new Latinx diaspora community

As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals the tensions that arise when Latinx teachers attempt to define their identity in social spaces where their languages, bodies, and names, among other markers, are racialized when read by others. Implications for teacher education include a call to include storytelling as a pedagogical tool to develop Latinx teachers’ racial literacy skills. By experiencing storytelling in their own schooling, Latinx teachers are more likely to model such racial literacy skills in their schooling communities; thereby, empowering a generation of students to enact more humanizing behaviors.     

国家政策视角下教师教育研究取向

改革开放以来,教师职业从"臭老九"到"香饽饽",教师教育逐渐成为教育事业发展的关键环节。聚焦教师队伍建设探讨教师发展,成为近年来教师教育研究的突出特点。从国家政策视角,我国改革开族以来的教师教育产生以来进行分析,可以看出:教师教育研究理念层面从综合大学办教育的提出到合格教师的发展和完善到从合格走向卓越;政策层面从宏观到微观,从重视教师教育数量到重视教师教育质量;实践层面从旧三级到新三级递进,从职前职后教育分开进行到职前职后教育一体化。这些无不体现我国教师教育研究真正意义上从合格走向卓越。     

英格兰数理精英教师培养及启示——基于“未来教学学者”计划

英格兰政府针对国内中小学数学和物理等学科专业教师紧缺、学生数理成绩较差的现状，推出了"未来教学学者"（Future Teaching Scholars）精英教师培养计划。这一专项教师培养计划旨在通过严格的选拔标准、系统的培养方案、丰厚的奖学金与助学金以及明确的教师未来职业发展规划，吸引高质量的本科生积极参与，从而提高英格兰数理学科教师的专业水平及学生的数理学科成绩。英格兰政府为改善特定科目和偏远地区学校教师质量而开展的专项教师培养项目为我国相关教师的培养工作提供了积极借鉴：创新教师教育培养模式，提高师范生教学实践能力；充分发挥地方师范院校的主体作用，保障特定地区教师供应；提高师范生选拔标准，促进教师队伍整体质量提升。     

外语课堂教学多模态语料库MCCT的创建

教育信息化2.0时代，利用多模态语料库语言学方法，通过语料库建设及其数据挖掘进行教学音视频流反思，已成为课堂教学和教师发展研究的重要手段。在遵循语料库建设基本原则基础上，聚焦“教师自身发展”专门用途外语课堂教学多模态语料库MCCT的创建，强调建库目的。与此同时，介绍建库过程，概述文字转写、语料切分与标注等具体做法，总结深加工后MCCT特点及其应用开发。目的是为高校教师利用多模态语料库方法进行教学、科研和自身发展提供理念思路、技术参考和典型样例。     

新时代应用型教师的培养：问题与策略——以地方本科院校为视角

以校地合作、校企合作为发展战略的地方本科院校向应用型院校转变，已经成为一种潮流和趋势，而应用型教师的建设与培养更是迫在眉睫。在明确新时代高校应用型教师培养的必要性的基础上，从数量层面、结构层面、能力层面以及培训层面指出了培养过程中存在的问题，同时针对这些问题提出较为有效的应对策略。