高校教师教育者核心素养:内涵、构成要素及路向探索

Core Literacy of Teacher Educators in Universities: Connotation, Constituent Elements and Exploration of Its Direction

高校教师教育者核心素养和专业化水平是提高教师教育质量的关键,高校教师教育者不同于教师及其他教师教育者,具有自身独特的核心素养。高校教师教育者核心素养构成需要体现跨界性与联结性的内在要求、独特性与统整性的价值诉求。高校教师教育者核心素养包括理解教师教育、研究师范生与中小学生、发展专业自我等三个维度,将跨界素养、综合素养、生命素养,把握师范生与中小学生生命需要、认知与学习特点素养,高校教师教育者职业道德、沟通与合作、教育元认知素养有机耦合构成高校教师教育者核心素养一体化整体结构。推进高校教师教育者核心素养发展路径应是建立“三项互通”跨界研究机制、强化自主发展意识与实施以生命成长为基点的有效教学。

The core literacy and professional level of teacher educators in universities is the key to improving the quality of teacher education. Different from teachers and other teacher educators, teacher educators have their own unique core literacy. Its composition needs to reflect the internal requirements of interdiscipline and connectedness and the value demands of uniqueness and integration. The core literacy includes three dimensions: understanding teacher education, studying normal university students and primary and secondary school students, and developing professional self. It is necessary to combine the interdiscipline literacy, comprehensive literacy and life literacy, to grasp the needs of the life, cognitive and learning characteristics literacy of the students of normal universities, primary and secondary school students, and the professional ethics, communication and cooperation, and educational metacognitive literacy of teacher educators to form an integrated structure of the core literacy of college teachers and educators. The way to promote the development of the core literacy of teacher educators should be to establish the interdisciplinary research mechanism of “three interconnections”, to strengthen the consciousness of independent development and to implement effective teaching based on life growth.