论"师道尊严"与师生各正其名

"师道尊严"是"师严道尊"的误传,其实质是只有严肃认真负责任的教师才能使社会尊重教育。理解其本义后,自然不该对其批判与否定了。而今日之教育应倡导"师严道尊",要解放教师思想,以使之具有教育的独创性,且使之加强对学生的爱心、责任心;学生要积极学习,尊敬教师,博采众师之长,以成就自己的超越。     

Teacher education and the choice to enter the teaching profession: A prospective study

This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (n = 436), subsequently graduates (n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance.     

The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession

To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries. Across more than 30 school systems, we address the question: To what extent does the level and type of professionalism afforded to individual teachers shape their perceptions of the esteem of their profession? The strongest domain traits that correlate with feeling valued as a teacher are teachers’ satisfaction with their working conditions, involvement in school decision making, and the chance to be recognized for good work. This framework shapes an actionable set of concepts that policymakers can use to address attraction and retention to the profession system-wide and that school leaders can use to improve working conditions in their own schools.     

The changing nature of autonomy: Transformations of the late Swedish teaching profession

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.     

Clustering teachers' motivations for teaching

The motivation to teach is a powerful, yet neglected, force in teaching at institutes of higher education. A better understanding of academics' motivations for teaching is necessary. The aim of this mixed-method study was to identify groups with distinctively different motivations for teaching. Six clusters were identified: expertise, duty, subject, passion, reluctance and incompetence. The teachers in these groups differed in perceived personal effectiveness, interest and effort towards teaching. Interview data revealed the competitive function of research and the importance of the subject matter taught. The clusters containing teachers who prioritise the teaching process over the teaching content were the ones with the highest overall motivation scores.     

教师工作专业化:理念与行动

教师工作专业化是当前世界师范教育改革和发展中所面临的核心问题。为保证教师具有较高的专业认同感、专业自主性和持续的专业成长 ,需构建教师专业知识基础、发展专业技能和专业情感。我国高等师范教育 ,应以专业化为导向 ,通过将科研引入教学过程、整合课程结构和强化实习工作等举措来深化教学改革     

Final thesis models in European teacher education and their orientation towards the academy and the teaching profession

This study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. In scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations. The study discusses these findings, the different models’ possibilities to integrate both major orientations as well as how a final thesis can be used to integrate theory and practice in higher education programmes.     

试论酒店专业教学实习中指导教师的职责

酒店专业学生实习要想达到预期的目的,需要教师的指导与监控。指导教师的职责是引导学生顺利完成扶学校到社会的转变,疏导学生的不良情绪,保护学生的人身安全,处理各种事故与意外,并做好实习后的总结工作。     

浅论高校师范专业Authorware教学探究

本文分析了多媒体技术在教学中的重要地位,Authorware软件是制作计算机辅助教学软件的重要工具.从教授方法、教授重点中探索出高校教育技术学课程教师应该运用项目教学法、任务教学法,让学生更好的掌握各图标的基本功能,移动图标的移动方式和交互图标的交互结构等重点内容,最后综合运用,制作精美课件.     

Silence or the sound of limpid water: disability,power, and the educationalisation of silence

Abstract

In this article the history of silence is looked at from an educational perspective. By closely examining the way three nineteenth-century authors – who all based their educational theories on concrete experiences with persons with disabilities – have related themselves to silence, it will be argued that silence has been educationalised. Silence has been increasingly integrated in the teacher’s official tool box in order to make sure a new kind of discipline can be encountered in the classroom. The educationalisation of silence that can be found in the works of Jean-Marc Itard, Edouard Seguin and Maria Montessori seems to have been paralleled by a transformation in the way power was wielded over pupils in schools. Towards the end of the nineteenth century, silence seems to have lost its ability to symbolise critique and increasingly to have been used to steer the behaviour of children in a subtle way. In other words, by closely looking at the work of Itard, Séguin and Montessori one can see how silence became an integral part of a new educational landscape that tried to seduce children to do particular things and act in a particular way. In nineteenth-century schools the sound of docility would indeed gradually be replaced by the seduction of silence.     

高职生物技术及应用专业实践教学存在问题与建议

高职生物技术及应用专业由于办学时间短、相应产业处于快速发展期等原因,导致生物技术及应用专业在专业实践教学体系建设方面明显滞后。文章从6个方面剖析了高职生物技术及应用专业存在的问题,并提出了有针对性的建议。     

An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading

Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed.     

关于法学专业实践教学模式的探讨与思考

文章通过对法学专业实践教学模式现状的分析,提出了构建法学专业实践教学模式的思路及其实施办法。     

民族院校师德建设的现状及其对策

民族院校是我国教育特殊而重要的组成部分,师德是提升民族院校办学质量和效益的关键。民族院校师德建设是民族地区政治、社会稳定的内在要求,是传承优秀文化的重要要求,是民族地区经济发展的迫切要求。当前民族院校师德存在的问题主要有政治观念淡漠、教师职业行为失准、对学生缺乏爱心、教学责任心下降、教书育人意识比较淡薄、为人师表的模范表率作用有待强化、治学态度不够严谨等。民族院校加强师德教育是关键,完善师德建设的制度保障是重点,健全师德评价体系是难点。     

Classroom community and possible selves: implications for midcareer teacher seminars

Much research examines professional learning for pre-service and beginning teachers. However, in midcareer, teaching satisfaction and effectiveness are challenged by decreased recognition and support and increasing stressors including isolation, accountability demands, mentorship roles, and personal/family responsibilities. Often, midcareer teachers (MTs) pursue graduate degrees to advance skills, licenses held, and achieve recognition. This qualitative exploratory study examined classroom community (CC) development across three graduate seminars for MTs. Increased CC was connected to course structures and instructor actions which supported teachers’ reflection upon practice and envisioning of possible selves. Personal/family selves, teaching selves, and academic selves emerged. The model developed connects CC, motivators, and enacted classroom practices to each set of possible selves. Findings suggest increased attention to campus-based graduate seminars as avenues for the development of trust, open dialog, reflection, strategy building, and improved classroom practice among MTs.     

Efficacy beliefs,job satisfaction,stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic

The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers’ self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed.     

农业院校信息与计算科学专业实践教学优化设置的研究与实践

通过对信息与计算科学专业从全国农业院校和本校的调研出发,指出了优化实践教学设置和加强专业特色的必要性和重要性。提出适合农业院校信息与计算科学专业实践教学优化设置方案,总结出农业院校该专业的办学方向和专业特色,并经本校多年的实践验证,通过实践教学优化设置突出专业特色是信息与计算科学专业切实可行的办学之路。     

Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe

This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice.     

关于提高教师职业自我效能的思考

自我效能理论(self-efficacy theory)是个体对自我能力的信念程度,它在一定程度上影响着个体职业效能的发挥。教师的职业自我效能影响到教师专业发展方案的设计、应对突发事件和调控情绪的能力。教师职业自我效能的提高,要寻找选择职业的意愿,构建教师职业生涯目标体系,从工作中感受成功。     

Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers

This study proposed a conceptual model examining innovative teaching as the outcome. The model included both dual processes (the health impairment and motivation processes) and mediation and moderation perspectives. Results from testing the model among university teachers indicated that teaching-research conflict (job demands) positively predicted exhaustion. Teacher self-efficacy (personal resources) negatively predicted exhaustion and indirectly related to innovative teaching via teaching motivation. Job insecurity was revealed as a moderator that strengthened the positive relationship between teaching-research conflict and exhaustion, and weakened the negative relationship between teaching-research conflict and teaching motivation and the positive relationship between teacher self-efficacy and teaching motivation.