本文選題：美國　切入點：教師教育者　出處：《東北師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：教師教育者（Teacher educator），即教師的教師，普遍認為是指在教師教育中，通過教學、研究來對準教師進行職前培養(yǎng)和入職培養(yǎng),并對在職教師進行在職繼續(xù)教育，來推動教師專業(yè)發(fā)展的教師教育工作者。主要包括兩類：一類是高等教師教育機構(gòu)中負責培養(yǎng)未來教師的高校教師，一類是基礎(chǔ)教育機構(gòu)中擔任指導老師指導職前實習教師和新入職教師的中小學教師。 二十世紀八十年代以來，隨著教育改革的推進，人們逐漸意識到教師質(zhì)量在基礎(chǔ)教育改革中的重要性，提高教師質(zhì)量也成為基礎(chǔ)教育改革的焦點。作為教師教育的主要力量，教師教育者這一群體開始引起人們普遍關(guān)注。提高基礎(chǔ)教育質(zhì)量的關(guān)鍵在于教師質(zhì)量的提高，而提升教師質(zhì)量的關(guān)鍵在于教師教育者的質(zhì)量。因此，實現(xiàn)教師的專業(yè)化，必先實現(xiàn)教師教育者的專業(yè)化。而教師教育者專業(yè)標準作為選拔教師教育者的依據(jù)、培訓教師教育者的指南、評價教師教育者的尺度和引領(lǐng)教師教育者專業(yè)發(fā)展的導向，，是教師教育者專業(yè)化的必要因素。因此，各國開始通過積極探討和制定科學合理的教師教育者專業(yè)標準來推動教師教育者專業(yè)發(fā)展，提高教師教育者質(zhì)量。 美國是世界上第一個制定教師教育者專業(yè)標準的國家。本文的研究目的是在明確美國教師教育者專業(yè)標準制定的背景、主體的基礎(chǔ)上，按照“標準在什么樣的背景下制定——如何制定——內(nèi)容是什么——如何應(yīng)用”的思路，從理論與實踐的視角對美國教師教育者專業(yè)標準進行研究，闡明美國教師教育者專業(yè)標準的發(fā)展及內(nèi)涵，并對標準的特征、價值及面臨的挑戰(zhàn)進行深入分析。 全文主要包括五部分內(nèi)容： 第一部分從全球環(huán)境、美國國內(nèi)環(huán)境及教師教育者自身三個層面論述了教師教育者專業(yè)標準制定的背景； 第二部分介紹了美國教師教育者協(xié)會的相關(guān)情況，并梳理了教師教育者專業(yè)標準制定的歷程及演變過程； 第三部分對美國兩個版本的教師教育者專業(yè)標準的內(nèi)容及框架進行了詳細解讀，并將兩個版本進行了深入比較，厘清最新版本標準較最初版本的完善之處； 第四部分分別對教師教育者專業(yè)標準的特征、應(yīng)用價值及面臨的挑戰(zhàn)進行深入分析，進一步厘清教師教育者專業(yè)標準的內(nèi)涵及外延； 第五部分為結(jié)語，總結(jié)美國教師教育者專業(yè)標準的問題、經(jīng)驗及帶給我們的思考。
[Abstract]:The teacher educator, that is, the teacher, is generally regarded as the pre-service and in-service training of teachers through teaching and research in teacher education, as well as in-service continuing education for in-service teachers. Teachers and educators to promote the professional development of teachers. There are mainly two types of teachers. One is the university teachers who are responsible for training future teachers in higher teacher education institutions. One is primary and secondary school teachers who serve as guidance teachers to guide pre-service intern teachers and new teachers in basic education institutions. Since 1980s, with the promotion of educational reform, people have gradually realized the importance of teacher quality in the reform of basic education, and the improvement of teacher quality has also become the focus of basic education reform. The key to improving the quality of basic education lies in the improvement of the quality of teachers, and the key to improving the quality of teachers lies in the quality of teachers and educators. It is necessary to realize the professionalization of teacher educators, and the professional standards of teacher educators are the basis for selecting teachers and educators, the guidelines for training teachers and educators, the evaluation of teacher educators' standards and the guidance for the professional development of teachers' educators. Therefore, various countries begin to promote the professional development of teachers educators and improve the quality of teachers educators by actively exploring and formulating scientific and reasonable professional standards of teachers educators. The United States is the first country in the world to formulate professional standards for teachers and educators. The purpose of this paper is to clarify the background and subject of professional standards for teachers and educators in the United States. According to the idea of "how to make the standard under what background-how to make-what is the content-how to apply it", this paper studies the professional standards of American teachers and educators from the perspective of theory and practice. This paper expounds the development and connotation of the professional standards of American teachers and educators, and analyzes the characteristics, values and challenges of the standards. The full text includes five parts:. The first part discusses the background of the setting of professional standards for teachers and educators from three aspects: global environment, domestic environment and teachers' educators themselves. The second part introduces the relevant situation of American Teachers' educators Association, and combs the course and evolution of the professional standards of teachers' educators. In the third part, the content and framework of the two versions of the professional standards for teachers and educators in the United States are explained in detail, and the two versions are compared in depth to clarify the perfection of the latest version of the standard compared with the original version. Part 4th analyzes the characteristics, application value and challenges of the professional standards of teachers and educators, and further clarifies the connotation and extension of the professional standards of teachers and educators. Part 5th is the conclusion, summing up the problems, experiences and thoughts of American teachers and educators' professional standards.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G655.1

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