浅谈英语专业教师兼任班主任工作

高校专业课教师兼任班主任工作,可以更好地将教书育人结合起来。本文分析了英语专业教师兼任班主任工作的角色定位,及其在学风建设方面的作用,探讨了英语专业教师兼任班主任时,如何更好地将专业教育与德育教育协调统一起来。     

论教师同情心的养成——以苏霍姆林斯基的言行为分析对象

呼吁成为一名具有同情心的教师,不仅因为教师的同情心在学生成长中具有重要意义和深远影响,还在于在教导孩子学会同情的事务上,再没有比教师的同情心更为重要的因素。本文特以苏霍姆林斯基为分析对象,尝试对苏霍姆林斯基的言行进行分析,为如何成为一名具有同情心的教师提供了一种思考。     

The course as token: A construction of/by networks

In actor-network theory (ANT) the movement from the instability of science-in-the-making to the relative stability of ready-made-science is followed by tracing the path of a token or focal actor (either human or non-human) as it both constructs a network and is simultaneously transformed by the developing network. Within science education, a new course can be seen to be a token. It undergoes various transformations as it simultaneously changes those who encounter it (teachers, students, and interested actors beyond the school) and is changed by those same actors. This paper describes the way a new applied physics course introduced in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts and, in the process, to take on significantly different characteristics. Data are collected from interviews and observations in two different settings characterized in part by differences in the types of partnerships developed with industry, labour, and post-secondary groups. The success of the applied physics course in challenging traditional forms of school physics is seen to rely on the size and strength of the network in which it is imbedded.     

Teacher professional learning as a social practice: an Australian case

Abstract

Framing professional learning as a social practice underscores the interplay between subjective meaning systems and objective conditions of the social space where learning occurs. Drawing on Pierre Bourdieu’s theory of social practice, and methodologically guided by critical realism, the paper identifies what constitutes effective teacher professional learning through mentoring. The empirical focus of the paper is an Early Childhood teacher mentoring programme in the state of Victoria, Australia. The findings show that: (a) relevant circumstances that make teacher professional learning a necessity are associated with individual aspirations and systemic requirements; (b) collegial relationships and critical deliberation constitute meaningful learning experiences; and (c) teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. The implication is that in designing professional development programmes such as mentoring, it is important to take teachers’ contexts of practice into account; conceptualise learning as a socially situated practice; and recognise the value of teachers’ lived experiences as a locus of deliberation and learning.     

Teacher as Researcher,Teacher as Scholar,and Teacher as Leader

ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.     

英语教师的自我发展与行动研究

英语教师面临着前所未有的挑战和竞争，因为学生的求知欲和已有的知识范围和种类已远远超过前十年，同时新课程的改革又给教师提出了更高的要求。显而易见，教师的培训和发展迫在眉捷，只有通过教师自身的不断发展，才能面对严峻的挑战，适应改革。如果能培养教师的自我发展能力，鼓励教师开展“教学行为中的科研”。那么教育改革的步伐就会加速。本文旨在从影响教师的自我发展的各种因素着手。通过对教学行为中的行动研究，完成教师的自我发展。     

校本教师教育的多样性——国外校本教师教育举隅

文章从校本教师教育组成要素出发，简要地描述了4个国家或地区的校本教师教育计划的差异，概括了课程的总观点及其实践课程、学生完成课程的实质、校本教师教育与大学教师教育的角色及提供给校本教师教育者的专业发展，以期为我国的校本教师教育的设计与规划提供借鉴。     

大学教师：一项学术性职业

大学职能的成功发挥有赖于对大学教师职业属性的把握和理解.大学教师职业成长与变迁的历史与实践证明,大学教师是一项以知识传播和科学探索为内容的学术性职业,是一项与大学发展密切相关的学术性职业,是一项需要学术自由权利呵护的学术性职业.     

Teacher professional development as an effect of policy and practice: a Bourdieuian analysis

This article draws on Bourdieu’s field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers’ work. The policy field demonstrates intra‐field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta‐policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south‐east Queensland, Australia. The specific focus is on the ‘Curriculum Board’, a cross‐school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers’ work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.     

Teacher Morale: an individual perspective

Drawing on qualitative research evidence, this article offers an interpretation of morale which focuses on individual needs fulfilment. Three conceptual areas are discussed: morale as a group or an individual phenomenon; the dimensionality of morale; and the relationship between morale and satisfaction. It is suggested that work on morale has often been weakened by misinterpretation and misapplication and that what has often been presented as morale is, in fact, group cohesiveness or job satisfaction. Inappropriate generalisation has tended to obscure the intricacies of morale and greater attention should now be paid to the individuality of influential factors. Salary and working conditions may be much less influential on morale than is generally thought. More significant, it is suggested, is the extent to which the job fulfils the individual's ‘ideal’.     

ARTICLE WITHDRAWN: Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

ABSTRACT

This article focuses on what we learned as online teachers about relational contexts in our online courses using a self-study of teacher education practices methodology. Using the curriculum commonplaces of teacher, learner, subject matter, and milieu, we inquired into the design and implementation of our online courses. A responsive audience at the 2018 international self-study conference moved our work forward. We consider the ways the curriculum commonplaces interact and inform each other. A significant aspect was the shaping of milieu across distance. The ontological basis of Self Study of Teacher Education methodology resides in attention to practice and relationship, which clearly supports a focus on the relational in this online teaching context.     

Teacher and observer ratings of young African American children's social and emotional competence

Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3‐ to 5‐year‐old), African American children from economically stressed urban environments. There was a specific interest in understanding the convergence and divergence of the raters on these competence behaviors within the classroom. This study also examined the association among children's competence abilities and their overall functioning at school. There were significant associations between teacher and observer reports of children's competence. Children who were observed to be socially and emotionally competent were rated by their teachers as functioning well in school. However, there were differences among teacher and observer reports in terms of the specific behaviors that represented social and emotional competence. These findings provide support for the use of multi‐method, multi‐informant measures to assess competence among African American children. © 2012 Wiley Periodicals, Inc.     

Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher

The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a semi-structured interview, classroom observation, personal documents, and stimulated recall. The analysis was carried out with instruments organised into categories and specific indicators. The results showed there to be major differences between the intention behind the new curricula, the teachers' conceptions, and their practice. Some suggestions are put forward on the basis of these results for the initial and ongoing education of secondary education teachers of physics and chemistry in Portugal.