期刊名称：International Journal of Research Studies in Education
印刷版ISSN：2243-7703
电子版ISSN：2243-7711
出版年度：2020
卷号：9
期号：4
页码：75-85
DOI：10.5861/ijrse.2020.5010
出版社：Consortia Academia Publishing
摘要：Teacher education programs are increasingly critiqued for their limited relationship to student teachers’ needs and for their limited impact on practice. Many appeals are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Teacher education programs need to bridge the “gap” between coursework and the realities of pre-service fieldwork and in-service teaching. Pre-service teachers need to experience coherence and integration among their courses, and between their coursework and fieldwork. It is more likely that practicing in real classroom settings can play a relatively more important role in helping teachers develop their noticing awareness and skills; certain kinds of their professional identities; and contextually-appropriate classroom management strategies and techniques; and pedagogical content knowledge (PCK).
关键词：teacher education; pedagogical content knowledge; pre-service teachers; noticing; community of practice; professional identity
