培训新教师的导师:来自荷兰的经验

荷兰学者冯克进行了长期研究,发现作为一名成功的新教师导师必须具备的知识基础包括三个基本要素:第一,新教师专业发展的过程;第二,指导新教师课堂教学的策略;第三,理解新教师的经验学习过程.     

Social justice and school linkages in teacher education programmes

This paper investigates current research into the role of education in combating social injustice, assembles this research to indicate key features of a teacher education programme that would assist education for social justice, and links these features to one innovative university teacher education programme to ascertain some of the practical difficulties in establishing such a programme. The research indicated key approaches that would enhance the probability that graduates from teacher education programmes will be able to pursue social justice initiatives.     

Challenging experiences faced by beginning casual teachers: here one day and gone the next!

The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers, yet the majority of postings were submitted by CBTs. In general, these casual teachers experienced feelings of alienation, culture shock, a lack of school and systemic support, and are often not considered part of the school community by staff or students. The analysis of postings by CBTs provides further insight into the difficulties they face, as well as reveals or reinforces strategies that could effectively facilitate their teaching. Many of these findings are not new, yet the call to aid casuals continues to be overlooked. This need for support is both professional and pragmatic. Ethically, education – a nurturing profession – should support its novices. In addition, the transition period from pre‐service to professional teacher has significant implications for teacher educators plus the potential retention of teachers.     

A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology

This paper reports on a study that investigated the pedagogical practices and beliefs of pre-service and beginning teachers in integrating technology into the teaching of secondary school mathematics. A case study documents how one teachers modes of working with technology changed over time and across different school contexts, and identifies relationships between a range of personal and contextual factors that influenced the development of his identity as a teacher. This analysis views teachers learning as increasing participation in sociocultural practices, and uses Valsiners concepts of the Zone of Proximal Development, Zone of Free Movement, and Zone of Promoted Action to offer a dynamic way of theorising teacher learning as identity formation.     

From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching

The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman’s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply and, through such reflection, gain new insights into teaching as being problematic.     

Beyond a command performance: reflections on Classmates as a new teacher preparation initiative

This paper reflects on a new pre‐service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre‐service teachers to work in challenging, hard‐to‐staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers. Classmates seeks to produce beginning teachers who are highly prepared for, confident and mentally and emotionally equipped to work in such environments. This discussion focuses on some of the positive attributes about the initiative, particularly its practicum structure; its nurturing of pre‐service teachers to work in challenging contexts; and its strong focus on networking and development of ongoing support structures.     

高校独立二级学院学生思想状态研究

通过对独立二级学院大学生的综合调查,分析了他们在人生观价值观、学习状态、心理素质等方面的综合特点及与普通高校学生的异同,并对产生现状的原因进行分析,提出了对独立二级学院大学生进行思想教育的建议和措施。     

初任教师专业发展困境及改善策略

大多数初任教师都面临教育观念和角色认知以及人际交往和反思与重建等诸多困境,严重影响着教师的专业发展。造成这些困境的因素主要表现在教育观念薄弱以及缺乏良好的人际沟通能力、对教师角色的认知能力和自我反思与评价能力。初任教师要改变这种困境需要社会、教育组织和教师群体的共同参与,必须帮助他们树立科学的教育观,为他们提供专业发展的平台,提高他们的角色认知,增强他们反思与自我评价意识。     

中小学教师心理健康状况的调查研究

文章采用自编《教师心理健康问卷》对重庆、四川、贵州等地的896名中小学教师进行了调查。结果表明:中小学教师存在一定的心理健康问题,其中,躯体症状最严重,接下来依次是职业倦怠、挫折应对问题、人格障碍、人生态度问题、社会适应问题;中学教师的心理健康水平显著低于小学教师的心理健康水平,中师或中专学历水平的教师心理健康水平显著低于大专或本科学历的教师。     

Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?

Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements.