论师生角色的置换

让学生走上讲台,充当教师的角色,进行一些平日只由教师主导下完成的教学目标和任务,这在素质教育不断深化和发展的今天,是一种值得探索和研究的新的教学方式。     

Changing Epistemological Beliefs in Pre-service Teacher Education Students

A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments.     

转变师生角色 激励高职学生英语学习动机——记外研社高职高专院校英语研修班的一次示范课

学习动机在高职英语教学中起着十分重要的作用。文章引用学习动机理论,分析了师生角色与学生学习动机之间的关系,并以一次示范课为例,阐述恰当的师生角色会提升高职学生学习的信心和兴趣,形成良好的学习动机。     

Models of Competence and Teacher Training

The use of competence as a basis for the education and training of teachers has become commonplace. Department for Education (DfE) circulars 9/92 (DfE, June 1992) and 14/93 (DfE, November 1993) have indicated the way forward for competence‐based teacher training. This paper suggests that it is possible to identify three models of competence which seem to dominate research. The first is broadly behaviourist in its approach and depends largely upon the inculcation of domain‐specific behaviours. The second can be termed a process model, which attempts to map out the process of competent action in terms of flexibility. The third may be described as a cognitive model, since it attributes such importance to knowledge and understanding in underpinning competent action. Each of these models is examined in relation to certain key variables: their interpretation of knowledge and understanding, methods of assessment, and forms of training. A final section draws attention to important factors which operate in competent performance and which must be realised in any competency approach to the training and education of teachers.     

Changing Teacher and Pupil Performance with Protocols

The problem of this research was to determine whether training teachers with the Utah State University Protocol Modules brought about significant changes in teaching performance and related pupil outcomes. Twenty-eight in-service elementary school teachers were randomly assigned to two groups. One group was trained in the classroom management modules (Group A), the other in the self-concept modules (Group B). Before and after treatment, teachers and their pupils in both groups were observed in their own classrooms on performance variables related to both sets of modules. Pupils were also administered two self-concept measures. Since the two sets of modules deal with different teacher behavior, this design permitted each group to serve as control for the other group. Results indicated that Group A teachers had significantly more favorable post-treatment means than Group B teachers on 7 of the 13 classroom management skills. Group B teachers had significantly more favorable post-treatment means on 11 of 12 behaviors covered in the self-concept modules. Pupils in Group A classrooms made significant reductions in both mildly deviant and seriously deviant behavior. No significant changes in pupil self-concept test scores occurred.     

客观对待教师绩效评价和发展性教师评价

教师绩效评价有其特定的内涵,既包括对教师教学工作过程的评价,也包括对教师教学工作结果的评价。由于教育目标更具模糊性与教育效果的复杂性,对教师的绩效评价就更应侧重于对教师教学过程的评价。许多研究者与管理者却把教师绩效评价曲解为“不正确”的教师评价,而把发展性教师评价神化为“正确”的教师评价。他们错误地认为教师绩效评价只能调动少部分人的积极性,绩效评价是针对过去的、对未来没有意义,唯有发展性教师评价才能促进教师发展,而教师绩效评价不能促进教师专业发展。实际上,发展性教师评价关于“自我实现的人”的人性假设及其人文主义的管理范式也有其内在的缺陷。虽然,发展性教师评价是更高境界的教师评价,但它必须以教师绩效评价所达到的严格、精确为现实基础。由于我国现阶段教师管理中面临的最严重的问题是科学化不足,因此,应当认真对待教师绩效评价,而不是盲目地推崇发展性教师评价。     

技术、学生与教师

学校教育正在经历着前所未有的变革。新技术不断地被引进到学校与课堂之中,学校和教师被给予了更多的社会期望。然而,“今日之教师正在学着以他们没有被教育的方式去从事教学”（Hargreaves等,2001）。于足,将日新月异令人眼花缭乱的技术,引入到无所不住的学习环境中,在帮助“数字土著”成长的同时,促进教师的专业发展,便成了一个激荡着教师专业使命感和职业道德的重要话题.     

Assessment of Teacher Trainees

Deciding whether a teacher trainee is ready to become an effective member of the teaching profession is an expected responsibility of any teacher training institution. In many cases, more is expected. Discrimination is required toward teacher trainees in deciding who is able, who is adequate, or better or best. These expectations have necessitated institutions formulating and improving a number of methods for making such decisions. As part of the commemoration of the 10th Anniversary of the Institute of Education, this paper is being presented as a focus on the assessment of teacher trainees for accreditation in becoming part of the task force of teachers in Singapore.     

关于高师本科院校学生试行"顶岗实习"的构想

一、问题的提出（一）我省农村初中的教师队伍现状近期,我院组织人员对全省农村初中的师资队伍现状进行了抽样调查,从调查结果看,近年来农村初中的师资队伍不断得到充实,教师的素质水平在逐渐提高,但仍然存在如下问题：（１）学历不合格的教师较多,约占教师总数的２...     

教师培养意识和教学模式

本文认为,刘颂浩(2014)提出的"对外汉语教学和本专业硕士培养和实习工作有机地融合"的思路若能落实,将是研究生培养方式的重大改变,可以全面提高研究生的培养质量。由于研究生实践经验有限,参与教学工作时宜采取"逐渐进入"的方式。本文进一步指出,研究生在参与学院教学进行教学实习的过程中,应得到一定的专业指导,这一指导过程无论对指导教师还是对研究生都有好处。本文最后依据较新的实证研究成果指出,研究生培养不能简单采取"教学主管+无经验的学生教师"的二元体系,而应设计为"主管教师+有经验的学生教师+无经验的学生教师"的层级模式。     

美国教师教育STaR评估量表

本介绍了美国教育技术CEO论坛开发的教师教育机构STaR评估量表，及其背景和意义，这对国内制订相关政策有参考价值。     

通过变式教学培养创新意识——初中几何数学个例分析

培养学生的创新精神与实践能力,是素质教育的核心,是课堂教学的真谛。长期的教学实践表明,在数学课堂中充分利用一些典型范例和探索性习题,通过适当改造条件和挖掘引伸实施变式教学,可以在培养学生的正向思维、直觉思维和集中式思维的同时,促进学生的逆向思维和抽象思维的发展。在培养学生思维的逻辑性、广阔性和流畅性中,使学生形成良好的思维品质,养成创新精神和提高实践能力。现就初中几何教学,举例剖析如下。例1ABCD中,E、F分别为AD、BC中点,求证EB=DF.(《几何》第二册P.141,例题2)1.基本思路先让学生掌握证题的基本方法,如图1:①…     

Student Teachers’ Beliefs and a Changing Teacher Role

This article discusses the encounters between the changing expectations on the teacher role, teacher education and Swedish student teachers’ beliefs about their role as teachers, with special emphasis on the socialisation process of the pupils and the teacher's possible influence on it. The discussion is based on two empirical studies among Swedish compulsory school student teachers (M. von Wright, (1996) Propedeusis? Om motet mellan lärarstuderande och lärarutbildningen, in: Grundskollärarutbüdningen 1995. En utvärdering. Högskoleverkets rapportserie 1996:1 R.; M. von Wright (1997) Socialisationsprocessen. Metaforer och synsätt hos blivande lärare. Licentiatuppsats. Lärarhögskolan i Stockholm). The results show that student teachers when they enter their education on the one hand tend to carry with them explicit expectations which strongly reflect the values of what is considered pedagogically correct. At the same time students express implicit beliefs and underlying conceptions of human development, which in many cases are incoherent. During teacher education the pedagogically correct beliefs might become replaced, but implicit beliefs as affinity to certain pedagogical discourses are not changed or brought to awareness unless they are seriously challenged and problematised. Yet these beliefs direct the students’ attention. Changing demands on the teacher role bring about expectations on a shift in thinking about teaching and learning. Teacher education and educators can play important roles in making the students aware of their everyday beliefs and eventually change them.     

Changing contexts: Teacher professional development and ICT pedagogy

This paper examines data from a series of visits to secondary schools in England which have been identified as doing innovative work with ICT. The paper argues that stable definitions of innovation are difficult in this context and require an understanding of both the technological contexts of innovation and the concept of a school as a dynamic learning community. Data is presented in the form of vignettes to demonstrate how the school visits formed a kind of “performance” in relation to the schools’ own claims about innovations and the enquiries of the research team. Discussion of the data focuses on three key themes which emerge: the changing roles of teachers; new technologies/new pedagogies and the public face of the school. The paper concludes with the observation that innovation is necessarily complex but pupil agency and creativity should always play a vital part.