教师专业性学习现状调查研究——以上海中小学教师为例

本研究采取整体分层抽样的办法,对上海中小学教师的专业性学习现状进行调查研究．研究结果表明,上海中小学教师的专业性学习状态较好,即教师比较认同学习应与外部关联、建立了教师学习共同体、开展了专业性学习以及积极寻求自我改变等。但教师学习的专业性还不强、教师自主学习的状态不佳。差异性检验结果显示,除自主学习外,女教师明显好于男教师;在教师学习的外部关联、教师学习共同体、教师专业性学习和自主学习等方面,小学教师的专业性学习明显好于初中教师和高中教师,初中教师也好于高中教师。     

应对“外语学业水平测试”背景下的中学外语教师专业发展研究

新一轮的高考科目设置改革方案极大地强化了基础外语教学往实用方向和功能方向前进的目标,外语学科整体被推向:学业水平测试、综合素质评价的科学境地。本文基于学习型组织的构建来探索基础外语教学越过应试教育成为素质教育的背景下,中学外语教师专业发展的路径:一是基于学习型组织的中学外语教师团队学习;二是基于学习型组织的中学外语教师职业反思;三是基于学习型组织的中学外语教师心理认知顺应。     

校长的使命：实现学生、教师和学校的协调发展

学校教育应立足于学生的全面发展,而不是仅仅看考试分数;学校管理应着眼于教师的充分发展,而不是靠教师的苦干蛮干或者加班加点;学校建设应基于学校未来的可持续发展,而不是追求眼前的或单一的“升学率”。校长的历史使命就是要通过领导和管理,打造可持续发展的学校组织文化,实现学生、教师和学校之间的协调发展。     

西北农村中学教师专业发展的网络学习共同体构建研究

西北农村中学教师专业发展对促进西北地区基础教育发展具有举足轻重的作用。西北地区特殊的地域特征导致西北农村中学教师在专业发展上存在一定的问题,而教师网络学习共同体为促进西北农村中学教师专业发展提供了新的途径和方法。利用IM即时通讯工具的特点,建立教师网络学习共同体可以促进学习者间的协作和交流,可以为教师的专业发展提供技术、资源和服务的支持,同时其学习过程注重学习者非智力因素的培养,通过双向交互实现共同学习、共同进步及知识重构,促进教师的专业发展。     

School Innovation in Science: A Model for Supporting School and Teacher Development

‘School Innovation in Science’ represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a framework for describing effective teaching, materials for auditing practice and planning initiatives, and a networked support structure. Experience and results from the project, concerning the nature and extent of change, will be used to provide insight into the multidimensional nature of the change process and to suggest a number of principles concerning support for change. Arising out of this, the major elements of a School Innovation Model are identified, that supports a transformative agenda for schools more generally.     

高校青年教师应该如何认识自身专业发展问题

高校青年教师在追求自身专业发展时,必须正确认识如下几个方面的问题:认识初任阶段对今后个人发展的重要性;认识初任教师专业发展面临的诸多困境;认识教学的学术性;认识专业发展路径。     

怎样的评价可以促进教师潜心育人:来自中小学教师专业表现的实证证据

教育评价事关教育发展方向,影响教师潜心育人的专业表现及学生全面发展。为考察问责式和发展性两种教师评价对教师专业表现的不同影响,本研究采用问卷法,调查了我国中西部2354名县镇及乡村中小学教师,构建潜变量结构方程模型,探究教师所感知的教师评价方式、对评价的态度、教师的专业学习及专业表现之间的关系。结果发现:问责式教师评价对教师专业表现影响的直接效应不显著,但通过教师对评价反馈的态度和专业学习,显著负向影响教师专业表现;发展性教师评价对教师专业表现的总效应、直接效应和间接效应皆为显著正向影响。这提示不同教师评价对教师潜心育人专业表现的影响机制是不同的,在制定和改革教师评价方案时需要综合考虑。     

教师工作生活质量现状及其问题与对策——基于问卷调查与社会背景变量交叉分析的思考

通过对南京市996名小学教师工作生活质量的问卷调查分析发现,小学教师的工作生活质量在工作特性、工作条件、组织氛围、专业发展和工作待遇等五个向度上存在显著性差异;通过社会背景变量的交叉分析发现,不同性别、年龄、学校类别、角色身份、文化程度的教师在上述五个向度上也存在显著性差异。因此,为提高教师专业发展水平,我们应从全人发展的视角来思考与设计有关问题,并充分考虑教师对工作与生活的追求以及工作本身对人的影响。     

对我国小学教师专业化发展的思考

新课程改革在教育观、课程观、教师观、学生观等方面对教师提出了全新的要求,小学教师专业发展面临着重重困难。文章通过界定小学教师专业化发展的概念,分析小学教师的专业结构,针对影响小学教师专业发展的因素及存在问题,提出小学教师专业发展的途径及对策在于：构建一体化教育体系,实行专业化培养;改革小学教师教育课程,加强小学教育学科建设;加强高校培养小学教师的力度;培养小学教师的科研意识;搭建合作互助平台,打造教师发展共同体。     

Collaborative Practitioner Research: A Case of Lesson Study in a Small Jewish School

ABSTRACT

Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects afterwards on student learning. The cycle repeats, building teachers’ professional knowledge and their shared views of pedagogy over time. In this article, we argue that lesson study is a collaborative form of practitioner research and we show how this is so by sharing an example of a lesson study cycle conducted in a synagogue school.     

农村幼儿教师学习共同体培育研究——以“国培短期集中培训”项目为例

自2011年始,教育部、财政部实施了"农村幼儿教师国家级培训计划"。培训实践发现存在培训时间与内容、理论研修与实践需求、城市文化与乡村文化等不和谐现象。为此,在培训中引入了重视协商对话与交流的学习共同体作为对策,并结合培训实践工作探讨了农村幼儿教师学习共同体的培育逻辑。     

教师成长状况调查研究——以浙江金华地区617位中师学历背景教师为样本

二十世纪八、九十年代中师毕业生占到目前中小学教师队伍的较大比重,他们的职业生涯与专业成长,关乎基础教育的改革和发展。本文考察了浙江省金华地区中师学历背景的教师成长状况,在总结这一群体成长特点与影响因素的基础上,提出了促进他们进一步发展的若干建议。     

云南省中小学英语教师专业发展现状研究

我国基础教育阶段英语教育教学正面临着革新的挑战,而作为应对挑战的核心力量-教师,其专业发展直接影响着教育教学的质量。本研究以云南省16个地州市95所中小学英语教师为调查对象,从对专业理念的认识、专业知识和能力、成长目标以及影响因素五个方面入手,试图找出其存在的问题和原因,为云南省中小学英语教师的专业发展提供针对性的合理化建议。     

Striking a Balance Between Innovation and Standards: A Study of Teachers Implementing Project-Based Approaches to Teaching Science

This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.     

创建教师发展学校的思考——乌鲁木齐地区首批教师发展学校工作初探

文章通过对教师发展学校内涵、特征及乌鲁木齐市建立教师发展学校迫切性等方面的阐述,针对乌鲁木齐市中小学教师培训的现状,提出了建立教师发展学校的思考。     

Evaluation of Video-Based Instructional Coaching for Middle School Teachers: Evidence from a Multiple Baseline Study

Thomas M. SkrticDepartment of Special Education, University of Kansas, Lawrence, Kansas, USABarbara A. BradleyDepartment of Curriculum and Teaching, University of Kansas, Lawrence, Kansas, USAJim KnightCenter for Research on Learning, University of Kansas, Lawrence, Kansas, USA We designed a multiple baseline study to evaluate an instructional coaching model in which coaches use video recordings of collaborating teachers’ classrooms to inform their coaching practices. In this model, teachers and coaches use video evidence to co-construct a student-based goal and identify best practices to reach their goal. We found that the instructional coaching model is associated with greater use of effective pedagogical strategies among teachers and increased student engagement in the classroom.     

School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event

A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience.     

职前中学英语教师教学实习中的认知发展:一项基于日志的个案研究

六名英语专业师范方向大四女生的实习日志,探索了我国职前中学英语教师在教学实习中的认知发展。结果表明,反映出其认知发展受内、外多种因素影响,呈现出强化、添加、改变等三种主要形式,展现出由关注自我转向关注学生,由盲目乐观转向乐观中透着现实,由关注教学行为转向关注教学行为背后潜在的意图,由概括、抽象转向具体、丰满等四项趋势。这项研究发现对我国职前中学英语教师培养具有一定启示作用。     

昆明地区中学教师对高师公共课程体系适应性的认识及其改革意见的调查报告

高师公共课程体系的科学设置对培养合格的中学教师具有极其重要的作用.我们在昆明地区中学教师中进行了广泛深入的调查.调查涉及到中学教师对高师公共必修课、选修课的具体认识及改革建议.调查结果表明,多数中学教师认为高师公共必修课程对中学教育的适应性较高,并认为在高师开设丰富多彩的公共选修课很有必要.同时,针对高师公共课程体系存在的滞后性的问题、及其改革提出了建议.     

Teachers’ Personal Agency: Making Sense of Slope Through Additive Structures

In the context of a three-year professional development program in mathematics, practicing elementary teachers persistently engaged in collaborative inquiry and reflection to build connected meanings for slope. One teacher invented a compelling representation for slope as a process of repeated addition, using Cuisenaire rods, based on teachers' shared experiences developing recursively defined linear equations. The presence of and tension between different representations of slope, brought forth by the teachers, catalyzed productive cycles of choice and inquiry for the entire class. Personal agency, purposeful choice, and performance provide a valuable lens for fine-grained analysis of mathematical learning. Preliminary versions of portions of this paper were presented at PME 28 and PME-NA 26.