美国薄弱校教师的职前培养策略与启示

Strategies for Preparing At-Risk School Teachers in the US and Their Implications

近年来,美国尝试通过调整其职前教师培养项目,培养适于到薄弱校任教的师资,以提升薄弱校质量。其遵循的调整策略有:强调家长参与职前教师培养项目;吸纳更多的少数族裔群体或弱势社会经济背景者成为职前教师;补充职前教师培养项目的课程资源;要求教师教育者接受持续的专业培训且有薄弱校工作经历;立足薄弱学区构建教师专业发展学校;在薄弱学区发展驻校教师培养项目;重视对职前教师培养项目进行质量评价和绩效问责。这些对改进我国职前教师教育的质量提供了借鉴。

In order to prepare more high-performing teachers for at-risk schools, some strategies have been adopted in America. They include emphasizing family involvement in teacher preparation programs;ensuring ac- cess for more ethical minority candidates or those from low-socioeconomic backgrounds; improving curricula re- sources;requiring teacher education faculty to receive professional development and having experience in at-risk schools, creating PDS and establishing Teacher Residency Programs in high-needs school districts and strength- ening evaluation of and accountability for teacher preparation programs. The above strategies have provided some implications in the related field in China.