РАЗВИТИЕ ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ УЧИТЕЛЕЙ В ПРОФЕССИОНАЛЬНЫХ УЧЕБНЫХ СООБЩЕСТВАХ В США
Проанализированы основные аспекты деятельности профессиональных учебных сообществ как формы развития педагогической компетентности учителя в США. Определены особенности, цели и задачи их функционирования. Обоснованы трудности формирования профессиональных учебных сообществ и предложены пути их преодоления.
Ключевые слова: профессиональные учебные сообщества, формы развития педагогической компетентности учителя
Библиография:
1. McLaughlin M. W., Talbert J. E. Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement. New York: Teachers College Press, 2006. 148 p.
2. Lieberman A., Miller L. Leaning Communities. 2011. URL: www.learningforward.org
3. Arends R. I., Kilcher A. Teaching for Student Learning. Becoming an Accomplished Teacher. New York and London: Routledge Taylor and Francis Group, 2010. 423 p.
4. Cerbin W., Kopp B. Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching // International Journal of Teaching and Learning in Higher Education. 2006. № 3 (18). P. 250–257.
5. Louis K. S., Kruse K., Marks H. School-wide professional community // In F. Newman and Associates (Eds.), Authentic achievement: Restructuring our schools for intellectual quality. 1996. San Franciso, CA: Jossey-Bass. P. 179–203.
6. Standards for Professional Learning / Learning Forward. 2011. URL: http://learningforward.org/standards-for-professional-learning#. UROfm0eCWjY
7. Early Adolescence Science standards for teachers of students ages 11–15 / [developed by National Board for Professional Teaching Standards]. 2003. 69 p.
8. Пекарских Н. И. Механизмы саморазвития педагога в условиях инновационной образовательной практики в школе // Вестн. Томского гос. пед. ун-та (Tomsk State Pedagogical University Bulletin). 2013. № 1 (129). С. 84–88.
9. Constructivist Tuning Protocol / the National School Reform Faculty. URL: http://www.nsrfharmony.org/protocol/doc/constructivist_tuning.pdf
10. van Es E. A., Sherin M. G. The infl uence of video clubs on teachers’ thinking and practice. 2009. URL: http://www.gse.uci.edu/docs/JMTEvanEs_Sherin.pdf
11. Kazemi E., Hubbard A. New directions for the design and study of professional development: Attending to the coevolution of teachers’ participation across contexts // Journal of Teacher Education. 2008. № 59(5). P. 428–441.
12. Sherin M. G., Han S. Y. Teacher learning in the context of a video club // Teaching and Teacher Education. 2004. № 20. P. 163–183.
13. Tochon F. V. From video cases to video pedagogy: A framework for video feedback and refl ection in the pedagogical research praxis. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.) // Video research in the learning sciences. Mahwah, NJ: Erlbaum, 2007. P. 53–65.
14. Oonk W., Goffree F., Verloop N. For the enrichment of practical knowledge: Good practice and useful theory for future primary teachers // In J. Brophy (Ed.), Using video in teacher education. 2004. San Diego, CA: Elsevier, Inc. P. 131–167.
15. Sullivan P., Mousley J. Thinking teaching: Seeing mathematics teachers as active decision makers // In F.-L. Lin & T. Cooney (Eds.), Making sense of mathematics teacher education. 2001. Dordrecht: Kluwer Academic Publishers. P. 147–164.
16. Berliner D. C. Expertise: The wonder of exemplary performances // In J. M. Mangier & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspective. 1994. Fort Worth, TX: Holt, Rinehart, & Winston. P. 161–186.
17. Ainley J., Luntley M. The role of attention in expert classroom practice // Journal of Mathematics Teacher Education. 2007. № 10 (1). P. 3–22.
18. Santagata R., Zannoni C., Stigler J. The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based fi eld experience // Journal of Mathematics Teacher Education. 2007. № 10 (2). P. 123–140.
19. Miller K. F., Zhou X. Learning from classroom video: What makes it compelling and what makes it hard // In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences. 2007. Mahwah, NJ: Erlbaum. P. 321–334.
20. Le Fevre D. M. Designing for teacher learning: Video-based curriculum design // In J. Brophy (Ed.), Using video in teacher education. 2004. New York: Elsevier, Inc. P. 235–258.
( 401.54 kB ) 
( 394.34 kB )
Выпуск: 6, 2013
Серия выпуска: Выпуск № 6
Рубрика: ПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫ
Страницы: 33 — 39
Скачиваний: 1340