[1]李晓华 ?李义茹.新加坡教师教育透视及启示:基于“教师成长模式”的分析[J].清华大学教育研究,2020,(04):97-106. LI Xiao-hua?LI Yi-ru.Perspectives?and?Implications?from?Teacher?Education?inSingapore:?An?Analysis?Based?on?the?“Teacher?DevelopmentModel”[J].TSINGHUA JOURNAL OF EDUCATION,2020,(04):97-106.
Singapore has made great achievements in the field of teacher education, which is known as “the cradle of teacher professional growth”. To cope with the educational challenges in the 21st century, Singapore has developed a “teacher growth model” and constructed a multi-faceted diamond model of “three foundations, four goals, and five characteristics”. The model is based on concepts, principles and practices, and aims to cultivate four levels of student competencies: 21st century generic competencies, 21st century emerging competencies, social and emotional competencies, and core values, with an emphasis on nurturing five types of teacher traits: ethical educators, competent professionals, collaborative learners, transformational leaders and community builders, emphasizing the holistic and continuous nature of teacher education. The “Teacher Development Model” is a model for teacher education in Singapore, and contains a wealth of wisdom for teacher training. A systematic study of Singapore’s teacher education using this as a starting point will help to understand its success and inspire the direction of teacher education in China.
相似文献/References:
[1]李 广.新时代师范大学高质量发展:现实诉求、历史依据与实践逻辑[J].清华大学教育研究,2021,(04):62. LI Guang.The High-Quality Development of Normal University in the New Era:Desperate Appeal, Historical Basis and Practical Logic[J].TSINGHUA JOURNAL OF EDUCATION,2021,(04):62.