摘要:
美、英两国在教师教育理念方面,都认为优秀的教师是提高学生学业成就、促进社会公平的重要力量。此外,英国还认为教师是社会正面道德价值观和行为的代表。在教师教育人才培养总体目标方面,美、英两国提出要培养有胜任能力、能帮助每个学生学习的合格教师,而英国还强调教师能够管理学生行为并遵循英国基本价值标准。在具体目标设计方面,美国采用的是有利于教师教育课程设置的模块化目标设计,而英国采用的则是根据教学的各个环节提出的实践导向目标设计。通过比较可以看出,美、英两国教师教育人才培养目标的决定因素是教师教育与社会发展、国家强盛、个体发展、社会公平的关系以及当前教育面临的主要问题,其具体目标设计都是在理论与实践的“连续体”中寻找结合点,而影响目标设计的理论则主要是学习理论、有关学科的知识理论、教学理论、教师的专业责任以及专业自主权理论。
Abstract:
From the perspective of teacher education vision of both the USA and UK, a well prepared teacher is the most important determinant in improving students academic achievements and promoting social justice. Furthermore, UK insists that a teacher is the representative of positive social ethic values and personal conducts. Their goal is to produce competent, qualified teachers who can help students learn. Besides, UK emphasizes that a teacher should hold fundamental British values, manage students behaviors effectively in the classroom as well. USAs targets take forms of modular design which is easier to develop curriculum for student teachers while UK uses practiceoriented standards which focus on the needs of the teaching process. By comparison, we can draw the conclusion that the USA and UK have the common concerns about the relationship between teacher education and social progress, national prosperity, individual development and social justice as well as the main issues existing in the country lay the foundations for setting teacher education goals. It is a continuum from theory to practice in which every countrys teacher education targets can find theirs position. The rationale for setting goals is the learning theories, theory of knowledge, teaching theory, teacher professional duties and autonomy.
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