如何培养出循证取向的教师?——基于美国教师教育教材文本的经验

How to Develop Evidence-Based Teachers?——Textual Evidence Based on Teacher Education Textbooks from the United States

循证取向的教师本质上兼具主体性与客体性:在主体层面,循证取向的教师是基于学生发展证据的实践者,也是以课堂改进为目的的研究者;在客体层面,循证取向的教师的整个职业生涯均是被证据所评价的对象。由于其具有科学性、艺术性和发展性,培养循证取向的教师在过去几年间广受关注。以循证取向为教师培养目标,运用教师教育教材培养循证取向的教师的具体实施路径是,教师教育教材的撰写者应具备多元的学术背景;教师教育教材的内容应响应各学科科研成果的发展趋势;教师教育教材的形式应服务于循证取向教师的工作逻辑。

Evidence-based teachers are at essence both subjective and objective: at its subjective dimension, evidence-based teachers are practitioners based on evidence of student development, as well as researchers for the purpose of classroom improvement;at the objective dimension, evidence-based teachers are evaluated by evidence throughout their career development trajectories. Developing evidence-based teachers has received much attention in the past few years due to its scientific, artistic, and developmental nature. The specific implementation paths for using teacher education materials to prepare evidence-based teachers with an evidence-based orientation include: authors of teacher education materials should have diverse academic backgrounds;the content of teacher education materials should respond to the trends of scientific research development in various disciplines;and the format of teacher education materials should serve the logic of the work of evidence-based teachers.