知识与课程开发:教师教育的新图景被引量：22

Knowledge and Curriculum Making:Reimagining Teacher Education

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摘要 "教师知识"不同于"给教师的知识"。"给教师的知识"被视做教师可以获得和知道的财产、物品;而"教师知识"则是根植于其生活、通过生活获得的知识形式。在教师职前教育和继续教育中,应该是不仅仅关注"给教师的知识",而且要把"教师知识"考虑在内;课程开发应该以教师、学生和家长的知识和生活为中心;把"教师知识"作为教师协调课程生活的立足点,有可能帮助教师教育者和教育研究者重塑教育工作。 Teacher knowledge is distinct from knowledge for teachers. Knowledge for teachers gets at possessions, things that teachers can acquire and know; teacher knowledge is a form of knowledge embedded in their lives, acquired through living. In both pre-service and ongoing teacher education, an important guide should he a shift from only a view of knowledge for teachers to one that includes teacher knowledge; in curriculum making, teachers＇, children＇s and parents＇ knowledge and lives should be regarded as central; working from a teacher knowledge standpoint in which teachers work toward negotiating a curriculum of lives has possibilities for helping us re-imagine our work as teacher educators and educational researchers.

作者吉恩.克兰迪宁鞠玉翠

机构地区加拿大阿尔伯塔大学教师教育与发展研究中心华东师范大学基础教育改革与发展研究所

出处《教育研究》 CSSCI 北大核心 2009年第4期48-54,共7页 Educational Research

基金加拿大社会科学与人文学科研究委员会资助项目"成绩测验时代学生教师课程开发经验的叙事探究"之成果

关键词教师知识给教师的知识课程生活教师教育 teacher knowledge, knowledge for teachers, curriculum of lives, teacher education

分类号 G451.1 [文化科学—教育技术学]

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