通过社区实习培养习惯：物理教师准备的概念模型
Development of Habits Through Apprenticeship in a Community: Conceptual Model of Physics Teacher Preparation
摘要：
我们提出了DHAC的概念模型的教师准备（通过在社区学徒的习惯的发展），它建立在物理和其他学科的教师准备的当代文献，并努力提供一个更好的理解教师形成的过程。现有的文献对教师的准备表明，职前教师学习最好的时候，他们沉浸在一个社区，让他们发展的气质，知识和实践技能，并与社会分享什么好的教学需要一个强烈的愿景。然而，尽管在追求良好教学的共同愿景方面已经发展了必要的性格，知识和技能，但对教师时间的专业要求是如此之大，在课堂上如此复杂，如果每个决定都需要多方面的考虑和考虑，那么富有成效的决定可能不会实现。因此，我们认为，故意决策和实际教学实践之间的缺失环节是教师的习惯（自发反应的情景线索）。教师在实践经验的影响下，在知识和信念结构的影响下，必然会养成习惯，这些知识和信念结构在许多方面制约着教师在实际工作中的反应。为了引导新教师远离发展非生产性的习惯，以“生存”，而不是学生的学习，我们认为，任何教师准备计划（例如，物理学）应努力培养职前教师牢固的思维习惯和实践习惯，这将成为新教师的基本支持结构。这些习惯构成了本文所描述的概念模型的核心。我们提供了习惯的例子，物理教师需要在开始教学之前发展，并提出了这种习惯的发展机制。
英文摘要：
We propose the DHAC conceptual model of teacher preparation (Development of Habits through Apprenticeship in a Community), which builds on the contemporary literature on teacher preparation in physics and other disciplines and strives to provide a better understanding of the process of teacher formation. Extant literature on teacher preparation suggests that pre-service teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, despite having developed the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching, the professional demands on a teacher's time are so great out of and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We therefore argue that the missing link between intentional decision-making and actual teaching practice are the teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we argue that any teacher preparation program (e.g., physics) should strive to develop in pre-service teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. These habits form the core of the conceptual model described in the paper. We provide examples of habits, which physics teachers need to develop before starting teaching and propose mechanisms for the development of such habits.
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