主动反思——语文教师提高自身素质的必由之路

反思不仅是一种理论，更是一种内在意识，是一个需要长期坚持、不断改进的思维方式和过程。语教师应从自身成长的角度，增强反思意识，主动运用反思来优化自己的语教育思想、方法和能力，提高自身素质，最终增强语教育实效。     

浅析语文教师必备的基本素质

成为一名优秀语文教师,就应该具备教师应有的基本素质。它包括独特的思想、善于发挥创造性、有热情、有高尚的职业道德。所以,不断提升自身的素养就显得尤为重要,增强自己的使命感和责任感,不断提升自己的素养,以适应语文课程的变革和发展。     

徐特立的教师素质观

徐特立对教师素质问题提出了许多独到而精辟的见解，他认为教师应具有良好的思想道德素质，热爱教育事业，具有奉献精神；应该学识渊博，教学相长，精通教育学、心理学、教学法；应该重视学生创新精神和实践能力的培养；应该身体健康。社会应创造条件，提高教师素质。     

中学教师职业素质存在的问题与高师教育目标的调整

面对社会和基础教育发展的形势，中学教师在政治信仰、专业思想、教育理念以及科研意识和科研能力等方面存在着一些与当前形势不相应的问题。要解决这些问题，就要有针对性地及时调整和完善高等师范教育目标。     

Key factors relevant to In-service teacher training

Successful continuing professional development(CPD) is beneficial not only to teachers' professional growth, but also to the development of their school and children. This essay will explain some key factors, regarding needs analysis, approach, goals and objectives, training methodology, assessment, in my essay.     

The relation of personal and environmental variables to teacher burnout

The study investigates the relative contribution of personal and environmental variables to teacher burnout. On the basis of balance theories it was hypothesized that congruence between school climate — open/closed — and personal rigidity would explain the variance in burnout. Several measures (Rigidity Scale, Organizational climate Scale, School Perception by Teachers, the Maslach Burnout Inventory, were administered to 124 teachers. While the interaction between rigidity and closed school climate explained some of the variance in burnout, the other interactions did not. Rigidity, considered as an independent variable, not in interaction, did not explain burnout. A number of environmental variables were found to significantly predict burnout. Implications for the prevention of burnout are suggested.     

Assessing the mess: challenges to assemblage theory and teacher education

This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. Drawing on Deleuze’s creative approach to analysis, it draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive ways and that it challenges the centripetal views implied by other models’ elision of more specific types of convergence, each of which is analysed. This is followed by suggestions which could help provide scope for creativity in research and practice in TE, if a set of challenges can be met. I argue that a situated and dynamic epistemological model is offered by assemblage theory which recognises not just the spatial but also the temporal and political complexities of actual practice.     

Transitions to becoming a teacher on an initial teacher education and training programme

This article is based on research with a group of one‐year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees’ prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a trainee’s dispositions as revealed through practice in various contexts are reflective of Bourdieu’s ‘habitus’. Associated with this, the paper also examines how particular forms of pre‐existing cultural capital and manifestations of biographical identity also pre‐dispose trainees to form affinities and disaffinities within particular fields. Lacanian concepts of the symbolic, imaginary and real are used to help explain how trainee teachers articulate resonance and dissonance during their field experiences, particularly in relation to ontological concerns of securing a professional stable sense of self.     

远程开放教育学生素质的调查与分析

认真剖析电大远程开放教育学生的素质状况,针对教学活动网络化、远程化、个别化的特点,把握成人在职学习的认知规律,采取符合客观实际的方法和措施,突出重点,全力推进素质教育,有利于保证学习质量,为社会培养和输送合格人才。     

中等师范物理教师创新素质之探讨

中师物理教师必须具备的创新教育的基本素质，同时应结合学科特点，创造多种途径探讨实施创新教育。     

Enhancing part-time in-service teacher training programmes to facilitate rural teacher development in China

Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most commonly used approaches for enhancing teachers’ professional development. This article reports on a study that examined the effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers’ perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers’ professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals of developing such programmes and providing professional development for teachers.     

The composition of applicants and entrants to teacher education programmes in Ireland: trends and patterns

This article presents and discusses some results obtained from the analysis of data collected by the Postgraduate Diploma in Education (NUI) Applications Centre (PDEAC), which was established in 1999 to administer the selection of student teachers for the Postgraduate Diploma in Education (PGDE) at the education departments of the four NUI (National University of Ireland) colleges centrally. Its main findings are that the number of applications for the PGDE has increased since 1999, that the student teacher cohort remains homogeneous with regard to nationality, that three-quarters of the student teacher body are made up of female students, that the number of mature applicants and entrants to the PGDE programmes has significantly increased, and that the numbers of graduates from Institutes of Technology and of students with business degrees entering teacher training have increased between 1999 and 2005. NUI remains the main provider of applicants to PGDE. The percentage of applicants with honours level primary degrees has increased, and prior teaching experience has become a crucial factor for acceptance.