存在主义教育的师生观及其当代启示

主要探讨存在主义教育的师生观及其当代启示，存在主义教育是现代西方教育哲学的主要流派之一，它强调教师和学生各自的自由，选择及选择的责任，强调师生间对话平等融洽的关系，这对于构建目前我国新型的师生关系，突出学生的主体性和责任意识，以及师生间的民主平等具有重要的启发意义。     

Exploring the Dynamics of Teacher Perceptions of Homeless Children and Families during the Early Years

The perceptions teachers have of homeless children and their families are a significant influence on children and parents. These perceptions of teachers are explored from a social justice view and in relation to barriers that may impede teacher development of nurturing and supportive perspectives. Effective strategies for helping teachers strengthen their perspectives of homeless children and families are presented and discussed.     

高职院校班主任在德育工作中建立良好师生关系探索

班主任是高校实施班级德育教育的主导力量。改革开放以来我国尊师重教已经形成一种良好的风气,然而近些年来我国高校师生关系出现了冷漠现象,值得我们引起重视。作为进行学生德育工作的班主任老师,如何改善师生关系应是新形势下对我们教育工作者提出的耐人深思的重要课题。     

Is it all about loving the kids? Perceptions about expertise in special education

Teachers, school leaders, and faculty (n = 32) were interviewed regarding their perceptions about the expertise of teachers of students with significant support needs. While participants agreed that expert instruction was characterized by knowledge about the student and positivity, their beliefs differed in relation to the functions of those expert skills. Findings revealed that deficit- and asset-oriented views of students were related to views about the professionalism of teachers. The implications of these findings are discussed in relation to the apparent link between deficit views about students and views of special education teachers as professionals.     

Beginning primary teachers and children with mild learning difficulties

This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this area. In common with previous work in Ireland and internationally, beginning teachers were found to have problems with children in some difficulty, in relation to providing differentiated programmes to children, and with children who presented behaviour problems. While some steps can be taken to remedy these issues in the pre-service education of teachers, it is argued that these issues are best remedied for beginning teachers in an induction programme with support in their schools.     

Enthusiasm vs. experience in mentoring: a comparison of turkish novice and experienced teachers in fulfilling supervisory roles

his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection, and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should not be the only criterion for selecting supervising teachers for supervisory duty.     

Mapping pre-service teachers’ evolving information and communication technologies pedagogy

The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the author as a teacher educator, uncovering of aspects of commonality and patterns of emphasis in pre-service teachers’ reflective writing prompted reconsideration of established education practice. A qualitative thematic coding approach was adopted using an initial stimulus of Mezirow et al.’s notions of transformational learning: content, process and premise reflection. Extracts were coded by case, structurally and thematically using qualitative analysis software. Distinct categories emerged from cycles of analysis and a comprehensive typological map was created that provided insights into pre-service teachers’ emergent pedagogic thinking in relation to their use of technology whilst on school placements. The research led to revised scaffolding prompts, particularly in relation to premise reflection, for pre-service teachers engaged in reflective writing as a tool to transform and enrich their pedagogical understanding of the interplay between technology, teaching and learning.     

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.     

Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric

ABSTRACT

Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular.     

Primary school teachers’ restricted and elaborated anger

This article examines the cognitive appraisals associated with the emotion of anger based on interviews with teachers. An analysis of these appraisals demonstrated that teachers experienced different forms of anger depending on whether they were relating to other adults or their pupils. Anger in relation to children was based on persistent goal blockage, the build up of frustration and the assignment of blame. Such anger, referred to here as restricted anger, was expressed at the time and seemed to involve limited cognitive elaboration. By contrast, anger in relation to parents and colleagues was associated with blaming others for having brought about an unfair/unjust outcome and a perceived threat to self. Such anger, referred to here as elaborated anger, was not displayed immediately but appeared to be cognitively dwelled upon and maintained. These two forms of anger and their appraisals are examined and their implications for teachers and teaching considered.     

论研究生教育师生观

师生对话的倡导是当前师生关系研究的一种必然。通过解读师生对话关系．并把对话性关系作为研究生教育师生关系一种本质性的预设存在，藉此分别从教师观、学生观以及师生对话的特殊内涵三个方面完成了研究生教育师生观的理论建构。     

Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils

Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.     

Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices

Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education.     

Between teachers’ perceptions and civic conceptions: lessons from three Israeli civics teachers

Building on sociocultural theories of teaching and learning, rooted in constructivist traditions, this study examined the teaching of civics in relation to contextual sociocultural factors in the Israeli educational system. The study focused on ways in which three civics teachers conceptualized and framed notions of good citizenship in relation to the teaching of the civics subject matter, and on the ways in which such notions manifest in their planned teaching. The main finding points to how the teachers framed their civics lessons in a manner that was in congruence with their perceptions of their students’ approaches to citizenship. Thus, the study reaches the conclusion that teachers’ perceptions are a key element in framing and conceptualizing civics lessons, resulting in a reality in which students from different backgrounds may experience significant differences in their orientation to the notion of good citizenship, limiting their exposure to multiple views.     

Students’ perceptions of career conversations with their teachers

Internationally, schools acknowledge their responsibility in guiding students not only in their academic growth, but also in their lifelong career development. In relation to this development, vocational schools in the Netherlands are implementing integral career guidance in which teachers receive a new task in guiding students in developing their own learning and career paths. A questionnaire was developed to investigate students’ perceptions of career guidance by teachers during career conversations, and data involving 28 teachers were collected from 579 students. The study identified four different teacher guidance profiles. Remarkable is that teachers spoke very little about career issues, and school issues were mostly on the agenda. The results indicate that teachers struggle with the transition towards becoming a career guide of students, and aspects influencing the transition into this new role need to be considered.     

智慧型教师——师范教育应对基础教育改革的新思路

智慧是一个古老的话题,它与教育的关系密切,所以教育本身就拥有浓厚的智慧气息。然而近代以来,教育几乎成为了知识传授的代名词,与智慧日渐疏远,从事教育活动的教师也没有了智慧的品性,成为了知识的搬运工。社会的发展特别是基础教育的发展要求教育应充满智慧的成分,要求教师应成为智慧型教师;师范教育亦应承担起培养智慧型教师的任务。     

Policy and practice in deaf education: views and experiences of teachers,and of young people who are deaf in Northern Ireland and Sweden

Due to the fact that the outcomes of education for most school leavers who are deaf in Northern Ireland are weak literacy skills and below average reading ages, a study was undertaken to investigate this situation. The views and experiences of teachers of children who are deaf, and of young people who are deaf in Northern Ireland, where oral and total communication forms of instruction are employed in their education were compared with those of Sweden where a sign bilingual is used in education, in the context of current policy and practice. The aim of the study was to find out if there are elements of Swedish policy and practice that could help resolve the situation for Northern Irish learners who are deaf. A qualitative approach was adopted via interviews with teachers of deaf and young people who were deaf in both countries. Findings are reported in relation to policy and practice in education, attitudes to deafness, status of sign language and other factors.     

体育教学与心理健康关系的思考

在体育教学中,始终贯彻以人为本,提高学生的综合素质。通过分析体育教学与心理健康教育的关系。使师生认识到体育教学,不仅锻炼学生身体,同时要注重培养学生的心理素质,使学生身心健康能够得到全面提高,这是体育教师的责任。     

Choosing teaching as a career: perspectives of male and female Malaysian student teachers in training

This paper is motivated by concern about the decline in the numbers of males entering the teaching profession in Malaysia. It seeks to explore first year student teachers’ views of teaching as a career choice and to determine the factors that influenced their decision to enter the teaching profession. A total of 425 student teachers completed a questionnaire in which they were asked to rate factors that influenced their decision to become teachers following which a comparison by gender was made. The findings of the study reveal that male and female student teachers have similar motives in selecting teaching as a career. Generally, both groups emphasise altruistic and extrinsic factors. This paper discusses the findings in relation to wider issues concerning gender, and draws conclusions which may be helpful to policy-makers and institutions in the recruitment of students into pre-service teacher training.     

Preparing pre-service teachers for home–school cooperation: exploring Finnish teacher education programmes

Abstract

Cooperation between home and school benefits pupils’ wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge while in teacher education programmes. Earlier research has suggested that teacher education programmes do not address this issue adequately. In this article, programme managers in Finnish teacher education programmes are asked to reflect on how cooperation is covered in their programmes. Based on the data, collected through an online survey, home–school cooperation can be considered an integral part of teacher training: most of the programmes surveyed offered modules that concentrated either solely on the issue or as part of other modules. Cooperation was also discussed from various perspectives during the modules. Respondents considered their graduates to be either competent or somewhat competent to cooperate with families. According to programme managers, modules should be developed in relation to strengthening the theoretical basis of cooperation, and especially in enabling pre-service teachers to practise their skills in cooperation while they are having their practical training at schools.