加拿大高校培养STEM教师的经验与启示——以英属哥伦比亚大学为例

Lessons Learned from Educating STEM Teachers in Canadian Universities--The Case of the University of British Columbia

采用深度访谈和内容分析等方法研究英属哥伦比亚大学STEM学者的教育理念以及该校在STEM教师的学科培养、教师准备和继续教育等方面的举措.发现该校有一些致力于培养创新型STEM教师的特色项目、课程或活动,构建了协同培养STEM教师的教育生态.启示:(1)开展整合性STEM教师教育,培养创新型STEM教育师资;(2)整合校内外STEM教育资源,构建协作型STEM教育生态;(3)打造在线STEM教育金课,提升职前职后STEM教师能力.

In order to understand how other countries educate STEM teachers,scholars from a Canadian university were interviewed about their educational philosophy and approaches to STEM teacher education.The in-depth interviews and content analysis were used to provide a deeper understanding of the educational philosophy of STEM scholars at the University of British Columbia(UBC)and their initiatives in subject content knowledge preparation,teacher preparation and continuing education,and professional development of STEM teachers.Understanding these philosophies of STEM education might serve as a useful reference and provide insights for Chinese universities who similarly seek to advance STEM education.The research findings show that UBC has some innovative featured programs,courses,and unique activities in different aspects of educating STEM teachers.A collaborative educational ecology was created to educate STEM teachers wherein teacher educators work together to build a successful program.Research implications include:(1)carrying out integrated STEM teacher education to educate innovative STEM teachers;(2)integrating resources for STEM education inside and outside of a university to create a collaborative educational ecology;and(3)building an on-line“golden course”in STEM education to improve preservice and in-service STEM teachers’competencies.