职前教师实习的三方指导模式研究——以美国密歇根州立大学小学职前教师培养项目为例

In order to prepare outstanding teachers and help pre-service teachers connect the theory and practice during the internship year, the elementary teacher preparation program of Michigan State University has formed a tripartite guidance mode. Informed by Social-cultural Theory, the tripartite guidance mode involves the joint participation of three sides of teacher educators, i.e., mentor teachers, course instructors and field instructors. Teacher educators not only have their own responsibilities, but also share responsibilities of planning, teaching, and evaluation in guiding preservice teachers. In addition, any two sides of teacher educators cooperatively guide preservice teachers. The reciprocal relationship between preservice teachers and teacher educators has been developed in this mode. However, such mode has the problems, such as, it lacks clear methods of direct cooperation between tripartite teacher educators, which may lead to the adverse impact on pre-service teachers with integration of multiple i