课程信息化:面向信息化的教师专业发展新模式

本文在分析面向信息化的教师专业技能基础上,提出课程信息化是面向信息化的教师专业发展新模式,主要体现在它是教师教育应对教育信息化挑战的主阵地,是实现教学结构改革的主要方式,是培养学生信息素养的主要手段,是学生学会学习、获得终身学习能力的主要途径,是教育信息化实现的核心。     

面向信息化的教师专业发展的课程建设

面向信息化的教师专业发展呼唤新型课程形式,信息化课程就是新型课程形式的最好表现。它的建设过程是课程信息化,课程信息化是面向信息化的教师专业发展新方向。     

面向教育信息化的教师专业发展

谁能胜任21世纪的教育?是高质量的教师。什么是高质量的教师?高质量的教师不仅是有知识、有学问的人,而且是有道德、有理想、有专业追求的人;不仅是高起点的人,而且是终身学习、不断自我更新的人;不仅是学科的专家,而且是教育的专家,具有像医生、律师一样具有专业的不可替代性。怎样培养高质量的教师?需要从专门的培养制度和管理制度入手,关注教师的专业化发展。教师的专业素养和教师的专业化程度是教育改革的主题之一,也是教师教育研究的核心课题。随着基础教育课程改革的深入,越来越多的学校将信息技术纳入到他们的课堂,教师们都期望在信…     

浅论日本面向信息化的教师专业发展

本文介绍并分析了日本面向信息化的教师专业发展的情况与举措,希望通过借鉴日本的成功经验,对我国更好地促进信息化环境下教师的专业发展有所帮助。     

信息化教师专业发展模式探析

经济全球化、文化价值多元化与现代信息技术的普及,使得以信息化促进教师专业发展成为当前教育工作的重要任务。观察/评估、公开课、课例研究、研究小组、调查∕行动研究、案例研究、师徒制、专业发展学校、双听众—直接教学等信息化教师专业发展模式,对教师专业发展具有重要意义。     

面向信息化的教师专业发展:国际标准解读与比较

面对信息化的教育要求,教师需要发展新的专业知识与能力。为此,国际国内纷纷出台了针对教师教育技术能力的相关标准,包括国际培训、绩效、教学标准委员会的教师能力标准,联合国教科文组织的技术整合能力标准,美国教师教育技术标准,以及我国的中小学教师教育技术能力标准。这些专业能力标准,都是针对教师教育技术能力作出的明确规定。本文对国际上与教师教育技术能力相关的标准进行了解读,并通过比较,分析了各自的特点。     

面向校本课程决策的教师专业发展

当前我国中小学课程改革的一个重要趋势是强调校本课程决策，这对教师专业发展构成了新的挑战。适应校本课程决策需要的教师专业素质主要有课程意识、课程理念和课程决策能力。面向校本课程决策的教师专业发展策略主要有理论学习、反思性实践和课程研究。     

生态学视角下面向信息化的教师专业发展探索

通过在面向信息化的教师专业发展生态中,应用花盆效应、边缘效应、限定因子定律、耐度定律等基本生态学原理,探寻出面向信息化的教师专业发展的有效途径：开展虚拟校本教研;构建虚拟学习共同体及推进“教师网联”计划;加强教育技术能力的培训;建立合理的评价及激励机制。     

基于信息化的教师专业发展

本文先讨论教师专业发展的困惑及其几个特殊性 ,然后研究当代信息化的两个背景——知识经济和互联网络及其对教师发展所产生的影响。最后 ,对未来教师专业化发展趋势提出十点预测。     

生态学视角下面向信息化的教师专业发展探索

通过在面向信息化的教师专业发展生态中,应用花盆效应、边缘效应、限定因子定律、耐度定律等基本生态学原理,探寻出面向信息化的教师专业发展的有效途径:开展虚拟校本教研;构建虚拟学习共同体及推进教师网联计划;加强教育技术能力的培训;建立合理的评价及激励机制。     

开放式的师资培训方式与教师专业发展

近年来,理论界在反思传统教师评价方式弊端的基础上,提出了旨在促进教师发展和提高教学水平的"发展性教师评价"理念.为适应教师评价理念的改变,促进教师的专业发展,需采取开放式的培训方式,对教师(包括未来教师)进行多角度、多层次的培训.     

Technology professional development for teachers

This article examines technology professional development for preservice and inservice teachers. It reviews the current status of technology in our schools, what we know about professional development in the area of technology, and research on efforts to increase preservice teacher use of technology in appropriate ways.     

An evaluation of the collaborative mode of professional development for teachers in special schools in Hong Kong

This study, by Fuk‐chuen Ho of the Hong Kong Institute of Education and Michael Arthur‐Kelly of the University of Newcastle, aimed to evaluate the effectiveness of a professional development programme for in‐service teachers in Hong Kong special schools. The goal of the programme was to deliver a field‐based mode of training for teachers in special schools. A school cluster system was set up, with the goal of providing participants with a platform through which it is possible to conduct an interactive exchange of ideas, resources, services and expertise, mutually addressing the issues pertaining to children with special needs. Twelve school clusters were organised. Participants in this study included four educators from teacher training institutions, 31 expert teachers from supporting schools, and 101 trainees from participating schools. The most significant response came from trainees, because the participating schools had the opportunity to apply the learned skills in their own classrooms.     

浅议新课程标准下英语教师素质的自我培养

英语新课程标准带来了新的理念,在新的教学理念下．英语教师不仅要注重外部环境的变化,而且还要从自我角度出发提高自己的整体素质水平．如教学观念,专业能力．合作能力等。     

浅谈教师专业发展

本文以全面把握教师专业发展的特征及重要性作为切入点,着重分析影响教师专业发展的内在因素和外部条件,探讨基于教育教学实践促进教师专业发展的基本策略,旨在进一步提高中小学教师的专业化水平。     

Coteaching as professional development for cooperating teachers

Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers cotaught science classes with student teachers. Through coteaching with student teachers, teachers expanded their teaching practice and developed new insights about their teaching. Coteaching served as professional development for the cooperating teachers. The experience provided them with renewed energy toward practice, opportunities to develop and implement curriculum, reflection as a catalyst for changing practice, and an expansion of professional roles into new arenas.     

Action research in the professional development of teachers

Abstract

The paper examines the use of action research in teachers’ professional development. It makes a distinction between two forms of action research, discrete and collegial. Discrete action research depends on a tutor/student relationship while collegial action research depends more on the help and support of colleagues within a course cohort. The distinction between the two forms of practical investigation is examined against a background of educating teachers to adapt the curriculum to reduce the difficulties experienced by pupils, and to include all pupils in ordinary schools. With the promotion of integration come change and adaptation in the ordinary classroom which need a form of reflective practice to reform existing procedures. The two forms of practice are explicated in the practice of two University courses which the author has experienced. It is therefore incumbent upon teacher educators to show the way for SEN (Special Educational Needs) professionals to build confident, and rational school practices which offer equal opportunities of success to all pupils in the curriculum.     

障碍与超越:美国高校女教师职业发展策略解析

学术地位边缘化、不公正的奖励机制、不公平的学术发展与评价制度是美国高校女教师职业发展面临的主要障碍。特定的女性性别角色和社会角色期待、高校性别文化、女性学术组织分裂和女性职业发展心理是障碍得以形成的主要原因。为超越障碍,美国高校女教师及其职业发展组织选择以"走向联合"作为超越障碍的基本策略。     

A model for the professional development of teachers of thinking

Teaching for the development of students’ thinking is not a straightforward matter. It requires pedagogical skills, which are different from those of normal good quality teaching for conceptual development. It follows that providing professional development (PD) for teachers of thinking is a ‘hard case’—we can learn much of general value to providers and clients of PD from the specific case of a PD programme for teachers of thinking. A series of empirical studies are summarised and, combined with 30 years worth of first hand experience and a thorough review of the literature, are used to build a model of the factors which have a direct impact on the effectiveness of PD, that effectiveness being defined in terms of measurable changes in students. A fuller account of the work summarised in this paper is available in Adey et al. [Adey, P., Hewitt, G., Hewitt, J., & Landau, N. (2004). The professional development of teachers: Practice and theory. Dordrecht: Kluwer Academic].