Teacher Educator Evidence-Based Practice and Teacher Education Evidence Iteration

Abstract

Abstract:

The purpose of emphasizing evidence-based concepts in the field of teacher education is to highlight the professionalism of teacher educators’ work. At present, there are problems of lack of ontology research and rational use of evidence in the field of teacher education practice. Therefore, it is necessary to promote the evidence-based practice of teacher educators. Therefore, evidence-based teacher educators need to carry out education and teaching research at the two levels of curriculum content and practice form, and on this basis, continue to search for the “best evidence”, and then make decisions and practice based on the “best evidence”. These evidences are based on “teaching”, teaching “teaching”, and learning “teaching”, and through experimental research to adjust evidence and action research to optimize evidence, so as to form the iteration of evidence, and finally lay a solid research foundation for high-quality teacher education practice.

Key words: evidence-based practice, teacher educator, evidence, evidence iteration, evidence-based teacher education

CLC Number:

Song Huan, Xu Miao. Teacher Educator Evidence-Based Practice and Teacher Education Evidence Iteration[J]. Education Science, 2022, 38(3): 8-14.

References 38

[1]	[10] 杨文登. 循证实践:一种新的实践形态?[J]. 自然辩证法研究, 2010(4):106-110.
[2]	[4][11][13][28] DAVIES P. What is evidence-based education?[J]. British journal of educational studies, 1999, 47(2):108-121. doi: 10.1111/1467-8527.00106
[3]	MURRAY J. Between the chalkface and the ivory towers? A study of the professionalism of teacher educators working on primary initial teacher education courses in the English university sector[D]. London: University of London, 2002.
[5]	HUNTER W J. Evidence-based teaching in the 21st century:the missing link[J]. Canadian journal of education / Revue Canadienne de l’éducation, 2017, 40(2):1-6.
[6]	[37] 宋萑, 田士旭, 吴雨宸. 职前教师培养实证研究的系统文献述评(2015—2019)[J]. 华东师范大学学报(教育科学版), 2020, 38(9):78-102.
[7]	MUNTHE E, RONGNE M. Research based teacher education[J]. Teaching and teacher education, 2015, 46:17-24. doi: 10.1016/j.tate.2014.10.006
[8]	CORDINLEY P. Research and evidence-informed practice:focusing on practice and practitioners[J]. Cambridge journal of education, 2008, 38(1):37-52. doi: 10.1080/03057640801889964
[9]	PUUSTINEN M, JANNE SANTTI, KOSKI A, et al. Teaching: a practical or research-based profession? Teacher candidates’ approaches to research-based teacher education[J]. Teaching and teacher education, 2018, 74:170-179. doi: 10.1016/j.tate.2018.05.004
[12]	SACKTT D L, ROSENBERG W M, GRAY J A, et al. Evidence based medicine:what it is and what it isn’t 1996[J]. Clinical orthopaedics and related research, 2007, 455:3-5.
[14]	周加仙. 走向循证教育决策与实践[J]. 外国中小学教育, 2017(6):9-16.
[15]	DETRICH R, SLOCUM T A, SPENCER T D. Chapter 2. Evidence-based education and best available evidence:decision-making under conditions of uncertainty[M]. Bingley: Emerald Group Publishing Limited, 2013:23.
[16]	朱旭东. 国外教师教育的专业化和认可制度[J]. 比较教育研究, 2001(3):6-12.
[17]	杨跃. “教师教育专业化”,何以可能?——关于“教师教育专业”建设的一种“另类”思考[J]. 教师教育研究, 2020, 32(6):27-32.
[18]	SHULAM L. Teaching and teacher education among the profession.[C]. The Annual meeting of the American Association of Colleges for Teacher Education,New Orleans, 1998.
[19]	SHAGRIR L. Teacher education as a profession with standards in a system that lacks obligatory standards[C]. The ATEE conference,Amsterdam, 2005.
[20]	LOUGHRAN J, Hamilton M L. International handbook of teacher Eeducation[M]. Singapore: Springer Singapore, 2016:41.
[21]	LOUGHRAN J. An introduction to purpose, passion and pedagogy[M]. Singapore: Routledge, 2002: 17-24.
[22]	李学农. 论教师教育者的专业发展[J]. 教育发展研究, 2012, 32(12):53-57.
[23]	舒尔曼. 实践智慧:论教学,学习与学会教学[M]. 上海: 华东师范大学出版社, 2014:169.
[24]	LOUGHRAN J. What expert teachers do:teachers’ professional knowledge of classroom practice[M]. Sydney,Australia/London: Allen & Unwin/Routledge, 2010.
[25]	LOUGHRAN J. Knowledge construction and learning to teach about teaching[M]. Netherlands: Springer Netherlands, 2005:33-39.
[26]	[33] HIEBERT J, MORRIS A K, GLASS B. Learning to learn to teach:an “experiment” model for teaching and teacher preparation in mathematics[J]. Journal of mathematics teacher education, 2003, 6(3):201-222. doi: 10.1023/A:1025162108648
[27]	TURNER E E, DRAKE C. A review of research on prospective teachers’ learning about children’s mathematical thinking and cultural funds of knowledge[J]. Journal of teacher education, 2016(1):32-46.
[29]	李霞. 循证教育:英国的实践探索[J]. 比较教育研究, 2021, 43(8):71-78.
[30]	COCHARAN-SMITH M, FEIMANNEMSER S, McCINTYRE D J. Handbook of research on teacher education: enduring questions in changing contexts[M]. 3rd ed. New York: Routledge, 2008:484-485.
[31]	SIMON M A. Reconstructing mathematics pedagogy from a constructivist perspective[J]. Journal for research in mathematics education, 1995, 26(2):114-145. doi: 10.2307/749205
[32]	NELSON J, O’BEIRNE C. Using evidence in the classroom:what works and why?[J]. NFER, 2014:1-50.
[34]	欧内斯特·斯特林格. 行动研究:协作型问题解决方案[M]. 郭蔚欣,译. 北京: 北京师范大学出版社, 2017:22.
[35]	VEEN K V, ZWART R C, MEIRINK J A, et al. Professionele ontwikkeling van leraren: een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren[J]. Expertisecentrum Leren van Docenten, 2010:1-151.
[36]	BROWN B, EATON S E, DRESSLER R, et al. Practicing what we teach:Using action research to learn about teaching action research[J]. Canadian journal of action research, 2015, 16(3):61-78. doi: 10.33524/cjar.v16i3.228
[38]	龙宝新. 学科内卷化时代的教师教育学科建设[J]. 华东师范大学学报(教育科学版), 2021, 39(8):83-93.