在本科教育中嵌入企业资源的新尝试

校企合作办学模式,是一种注重培养质量,注重在校学习与企业实践,注重学校与企业资源、信息共享的"双赢"模式。高校为谋求自身发展、抓好教育质量,采取了与企业合作的方式,实现了应社会所需、与市场接轨、实践与理论相结合的全新理念。针对目前校企合作办学模式中存在的一些问题,提出了一种新的教学改革思路,并以新思路开设课程,取得了良好的效果。     

High graduate unemployment rate and Taiwanese undergraduate education

An expansion in higher education in combination with the recent global economic recession has resulted in a high college graduate unemployment rate in Taiwan. This study investigates how the high unemployment rate and financial constraints caused by economic cutbacks have shaped undergraduates’ class choices, job needs, and future income expectations. Therein, the results obtained from a structural equation model indicate that students whose expenditures were most affected by the economic recession were in greater need of paid employment and were also more likely to take practical and credential courses, which resulted in heavier course loads. Clearly, the economic downturn and the consequential high unemployment rate have directed undergraduates to select more practical education, wherein they now prefer classes that are more likely to increase their employability. The results obtained in this study indicate that people use college courses to enhance their competencies and employability. Finally, regardless of the economic situation, female undergraduates expected significantly lower pay after graduation in comparison to their male counterparts.     

Personality profiles and dogmatism in undergraduate teacher education students

A sample of 435 junior education majors in a large Southwestern university were given the 16 Personality Factor Questionnaire and the Opinion Scale. Correlations were computed between these two scales, and a profile of personality factors was developed which defined the nature of authoritarianism or dogmatism. A step-wise multiple regression analysis revealed that an accurate prediction formula for dogmatism could not be developed from the personality factor scores. Implications for teacher education programs include research to determine if treatment programs can be developed to change a student's degree of dogmatism, and the importance of screening procedures which include an assessment of open-mindedness.     

Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes

Building on previous work in the areas of resistance and discursive practice, we explore their interrelations, interactions, and possibilities for advocacy of/by and for diverse disabled students within the context of two teacher-preparation programs in the United States: Teachers College, and Michigan State University. Using these two approaches as examples, we propose a model of advocacy for teachers who have students with disabilities, as well as other diverse children and youth in their classrooms and schools. We conclude with some key recommendations for teachers to transform their practice and advocate for these students.     

小学教育本科专业培养模式探究

小学教育本科专业是大学本科设置的一个新专业,小学教育本科专业的设立既解决了我国小学教师提高学历的问题,又为我国师范教育由三级向二级过渡在培养模式上提供了新思路。小学教育的专业定位应当是培养综合性复合型小学教师;在课程设置上应突出综合性,保证学科基础和教学技能的培养;在教学方式上应更贴近小学教育实践,以提高学生的适应能力。     

Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs

Educational Assessment, Evaluation and Accountability - This paper examines the effects of learning opportunities on the attainment of different proficiency levels in general pedagogical knowledge...     

Future teacher scholarship programs for science education: Rationale for teaching in perceived high-need areas

Data from Oklahoma Future Scholarship Recipients were collected covering awards over a seven-year period. Scholarships ($1000–$1500 per year) were awarded by the State Regents for Higher Education to attract and retain potential teachers into the teaching of science. The study focused on the reasons that these teachers (N=58) went into the teaching of science. From the survey teachers went into teaching because (in ranked order) they want to teach subject matter; they were committed to social change; they liked to work with and be a positive force in the life of children (adolescents), etc. They did not go into teaching for money, because it was easy, because they drifted into it, or because it was not their first choice. The teachers who received scholarships like teaching science, liked teaching, and are (they say) likely to stay in the field, but they would have gone into teaching anyway: 82% were not enticed into either the field or the discipline of science by their scholarships. Those who would use scholarships in the $1000–$1500 per year range, as a marketing strategy, to attract students to a discipline such as science should rethink the efficacy of this approach.     

Students with learning disabilities in teacher education programs

Education faculty are dedicated to preparing competent teachers. At the same time, they must provide reasonable accommodations in the teaching and evaluation of qualified students with disabilities, in compliance with the mandates of Section 504 of the Rehabilitation Act of 1973. This article describes some of the reasons that students with learning disabilities (LD) choose teaching as a profession, and the difficulties that some students with LD have in teacher preparation programs. It discusses the underlying legal and ethical issues encountered when working with students with LD in teacher education programs, as well as some ways to enhance success. The term learning disabilities is used since not all teacher candidates will have a language-based reading, spelling, and written expression disorder or dyslexia. It is assumed, however, that approximately 80 percent or more will have dyslexia.     

Future teacher scholarship programs for science education: Rationale for teaching in perceived high need areas

Data from Oklahoma Future Teachers Scholarship (OFTS) recipients were collected covering awards over a seven-year period. Scholarships ($1000–$1500 per year) were awarded by the State Regents for Higher Education to attract and retain potential teachers into the teaching of science. The study focused on the reasons that these teachers (N=58) went into the teaching of science. From the survey, teachers went into (in ranked order) teaching because they wanted to teach specific subject matter, they were committed to social change, they liked to work with and be a positive force in the life of children (adolescents), etc. They did not go into teaching for money, because it was easy, because they drifted into it, or because it was not their first choice. The teachers who received scholarships like teaching science, like teaching and say they are likely to stay in the field. However, the OFTS recipients indicated they would have gone into teaching anyway, 82% were not enticed into either the field or the discipline of science by their scholarships. Those who would use scholarship(s) in the $1000–$1500 per year range, as a marketing strategy, to attract students to a discipline such as science should rethink the efficacy of this approach.     

Metaphor development by secondary teachers enrolled in graduate teacher education

This paper focuses on a graduate-level teacher education course intended to facilitate teachers' understanding of the relationship between theory and practice. Teachers developed metaphors grounded in their personal histories as learners and educators. Four cases studies are described in depth, four cases are summarized, and a cross-case analysis is presented. Many struggled with metaphor development, but all found it valuable for linking their cognition and practice. Common themes included influence of school context, learning history, and a stronger influence of teaching history with increased years of experience. The metaphors were not strongly associated with subject matter, rather they more closely linked with their views of teaching and learning.