美國融合教育教師素養構成及啟示__臺灣人文及社會科學引文索引資料庫

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題名：	美國融合教育教師素養構成及啟示
書刊名：	比較教育研究
作者：	周丹／王雁
出版日期：	2017
卷期：	2017(3)
頁次：	89-95+100
主題關鍵詞：	美國；融合教育教師；教師素養；隨班就讀；United States；Inclusive education teacher；Teacher competence；Inclusive traits
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:2

美國作為融合教育發展較早的國家之一,非常重視融合教育教師的培養與研究,尤其關注融合教育教師素養的提升。著眼于我國隨班就讀教師融合教育素養提升的現實需求,本文從融合教育教師素養入手,研究發現美國融合教育教師素養構成的三個基本維度(專業價值、專業知識和專業能力)及其融合性勝任特征,并在此基礎上,得出促進我國隨班就讀教師融合教育素養提升的幾點啟示。

以文找文

As a country with long research history in inclusive education, the United States places great emphasis on inclusive education teacher development and research, especially improvement of teacher competence. Based on the connotation of teacher competence in inclusive education, this paper looks into the three basic dimensions of composition(professional value, professional knowledge, and professional skill), and inclusive traits of teacher competence in American inclusive education. In the further, some implications and suggestions for teacher competence in China are given after systematic analysis of the previous part.

以文找文

期刊論文
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6.	馮雅靜, 王雁(2015)。美國"雙證式"融合教育教師職前培養項目的概況和啟示--以田納西大學早期教育融合教師培養項目為例。中國特殊教育，2015(3)，65-71。延伸查詢
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15.	Audra, K.、Parker, P. A. M.、Crisp, Thmas(2014)。Conceptualizing Difference: Exploring Pre-Service Teachers' Constructions of Disabilities。Teacher Education and Practice，21(1)，138-153。
16.	Rae, H.、Mckenzie, K.、Murray, G.(2011)。The Impact of Training on Teacher Knowledge about Children with an Intellectual Disability。Journal of Intellectual Disabilities，15(1)，21-30。
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18.	Strieker, Toni、Gillis, Bryan(2013)。Improving Pre-Service Middle School Teachers' Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms。Teacher Education Quarterly，40(4)，159-180。
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21.	Mccormick, Linda、Noonan, M. J.、Ogata, Veronica、Heck, Ronald(2001)。Co-Teacher Relationship and Program Quality: Implications for Preparing Teachers for Inclusive Preschool Settings。Education and Training in Mental Retardation and Developmental Disabilities，36(2)，119-132。
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23.	Odluyurt, S.、Tekin-Iftar, E.、Ersoy, G.(2014)。Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities。Education and Training in Autism and Developmental Disabilities，49(3)，415-428。
24.	Edgemon, E.、Jablonski, B.、Lloyd, J.(2006)。Large-Scale Assessments: a Teacher's Guide to Making Decisions about Accommodations。Teaching Exceptional Children，38(3)，6-11。
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27.	Kramer, Charlotte、König, Johannes(2016)。Teacher Professional Knowledge and Classroom Management: on the Relation of General Pedagogical Knowledge (GPK) and Classroom Management Expertise (CME)。ZDM Mathematics Education，48(1/2)，139-151。
28.	Hicks, C.(1990)。Dyslexic, Retarded and Normal Readers' Perceptions of the Qualities of Real and Ideal Class Teachers。British Educational Research Journal，16(2)，199-209。
29.	Allday, R. A.、Hinkson-Lee, K.、Hudson, T.、Neilsen-Gatti, S.、Kleinke, A.、Russel, C. S.(2012)。Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD。Behavioral Disorders，37(2)，87-98。
30.	彭興蓬、雷江華(2015)。教育關懷：融合教育教師的核心品質。教師教育研究，2015(1)，17-22。延伸查詢
31.	劉創(2004)。教育智慧：教師專業素養的核心構成。湖南師範大學教育科學學報，2004(3)，15-17。延伸查詢
32.	葉瀾(1998)。新世紀教師專業素養初探。教育研究與實驗，1998(1)，41-46。延伸查詢
33.	朱旭東(2001)。國外教師教育的專業化和認可制度。比較教育研究，2001(3)，6-12。延伸查詢
34.	Baglieri, S.、Knopf, Janice H.(2004)。Normalizing difference in inclusive teaching。Journal of Learning Disabilities，37(6)，525-529。

會議論文
1.	Riley, R. W.(1999)。Quality of Teacher Education。The Annual Meeting of the American Association of Colleges for Teacher Education。Washington, D.C.。

圖書
1.	雷江華(2012)。融合教育導論。北京：北京大學出版社。延伸查詢
2.	王安琳、楊文中、趙勇(2008)。美國中小學教師。北京：北京師範大學出版社。延伸查詢
3.	Winter, M.(2008)。Children with Exceptionalities in Canadian Classrooms。Toronto, ON：Pearson Prentice-Hall。
4.	Andrews, J.、Lupart, J. L.(2002)。The Inclusive Classroom: Educating Exceptional Children。Toronto: ON：Nelson Thomson Learning。
5.	臺灣特殊教育學會(1987)。特殊教育課程與教學。臺北：心理出版社。延伸查詢

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