导师制在美国幼儿园教师职前培养中的应用

The Coaching Process of and Its Impact on Prospective Teachers' Professional Developing in an American Preschool

选取美国纽约州某大学附属幼儿园为个案,了解导师制在美国幼儿园教师职前培养中的应用状况及影响。通过对两名导师及其分别指导的两名实习生的观察与访谈,本研究发现在应用过程上,导师制体现为导师"指导教育实习——引领教学反思并形成问题——指导问题解决——鼓励再实践"的循环过程,旨在促进职前教师的反思性实践,其中问题解决是核心部分,但这一机制存在职前教师探究不足的问题;从其影响来看,导师制对职前教师专业发展具有积极影响,但两位导师之间的合作还有待提高。在我国实行幼儿园导师制具有一定的可行性,要注意强化教师探究与教师合作,并加强相关研究。

To improve the quality of early childhood education, prospective preschool teachers should be provided professional development opportunities that meet their needs at the beginning of their teaching. Since coaching is a widely used way in teacher education and teacher induction, this study chose two pairs of teachers in an American coaching program and used qualitative methods to explore its process and impact. The result revealed coaching was a process of helping new teachers learning reflective practice, which involved a cycle of teaching experience, problem-exploration, problem-solution and taking action. Coaching had benefits for pre- service teachers＇ professional development in many aspects. This study also proposed some suggestions on how to provide coaching for prospective preschool teachers in our country.