职前教师实习的三方指导模式研究——以美国密歇根州立大学小学职前教师培养项目为例

Study on the Tripartite Guidance Mode in Preservice Teacher Internship:Taking Elementary Teacher Preparation Program of Michigan State University as Example

为了培养卓越教师,帮助职前教师在实习中联结理论与实践,美国密歇根州立大学的小学职前教师培养项目形成实习学校指导教师、大学授课教师、大学实习指导教师共同参与的三方指导模式。该模式以社会文化理论作为理论基础,三方教师教育者既有明确的分工指导职责,又在指导职前教师计划、教学、评价等方面共担责任,并且三方指导模式中的两方教师教育者以合作的方式提供指导。职前教师和教师教育者都能从三方指导模式中相互学习和受益。然而,三方指导模式存在没有明确规定三方教师教育者的直接合作指导方式,可能影响职前教师整合多重身份,使得多方指导可能造成职前教师的负担过重等问题。

In order to prepare outstanding teachers and help pre-service teachers connect the theory and practice during the internship year,the elementary teacher preparation program of Michigan State University has formed a tripartite guidance mode.Informed by Social-cultural Theory,the tripartite guidance mode involves the joint participation of three sides of teacher educators,i.e.,mentor teachers,course instructors and field instructors.Teacher educators not only have their own responsibilities,but also share responsibilities of planning,teaching,and evaluation in guiding preservice teachers.In addition,any two sides of teacher educators cooperatively guide preservice teachers.The reciprocal relationship between preservice teachers and teacher educators has been developed in this mode.However,such mode has the problems,such as,it lacks clear methods of direct cooperation between tripartite teacher educators,which may lead to the adverse impact on pre-service teachers with integration of multiple identities;and multi-sides of guidance may overwhelm preservice teachers.