a CHES - Faculty of Medicine , University of British Columbia , Vancouver , Canada.
b Department of Pediatrics, Faculty of Medicine , University of British Columbia , Vancouver , Canada.
Med Teach. 2019 Jun;41(6):638-640. doi: 10.1080/0142159X.2018.1533242. Epub 2019 Jan 28.
The interrelationship of pedagogical skills, educational ends, and underlying values and assumptions constitute a teacher's 'pedagogical validity' - who they are as a teacher and why they teach the way they do. If reflection, judgment, and improvement are to be helpful, they must have regard for a more complete understanding of what frames a teacher's pedagogical validity. This article briefly describes four kinds of pedagogical validity that teachers draw upon when explaining or justifying their notion of 'good' teaching. Teachers generally have some part of each, but most of us draw upon one or two more than all four as we define ourselves as teachers and make sense of our teaching.
教学技能、教育目标以及潜在的价值观和假设之间的相互关系构成了教师的“教学有效性”——他们作为教师的身份以及他们为什么以这样的方式教学。如果反思、判断和改进是有帮助的，那么它们必须考虑到对构成教师教学有效性的更全面的理解。本文简要描述了教师在解释或证明他们对“好”教学的概念时所依据的四种教学有效性。教师通常会在这四个方面都有一定的体现，但当我们定义自己是教师并理解我们的教学时，我们大多数人会更倾向于其中一两个方面，而不是四个方面都有。
