在多元文化教育和国际理解教育的时代诉求下,"文化回应性教师"伴随着"文化回应性教学"的发展逐渐在教育研究与实践的话语体系中生发.文化回应性教师的内涵体现出对教师应当具备综合、系统的文化回应性素养的要求,具体包括多元文化知识体系、多元文化情感、多元文化意识与态度及文化回应性教学技能.基于对国际经验的梳理发现,文化回应性教师的培养可归纳为"课程-认知""体验-实践""批判-反思""引导-支持"四条路径,呈现出"职前-在职-可持续支持"的"全程性多路径"发展特点.未来文化回应性教师培养还需关注对文化回应性教师概念的修订发展,并开展本土语境下的内涵建构与实践.
Under the demands of multicultural education and education for international understanding,the term"culturally responsive teachers"has gradually emerged in the discourse system of educational research and practice along with the development of"culturally responsive teaching".Culturally responsive teachers are required to possess culturally responsive competencies that are comprehensive and systematic,including a multicultural knowledge base,multicultural emotions,multicultural awareness and attitudes,and culturally responsive teaching skills.Based on a review of international experiences,it is found that the practice of culturally responsive teacher cultivation can be summarized into three stages of"preservice-in service-sustainable development",including four paths of"curriculum-cognition","experience-practice","critique-reflection"and"guidance-support",reflecting the characteristics of"whole-course and multi-path".In the future,the development of culturally responsive teacher cultivation should also focus on the revision and development of the concept of"culturally responsive teacher"and its connotation construction in the local context.