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教师职前教育中“实践性知识”的获取 总被引:3,自引:0,他引:3
关于什么是教师实践性知识,有学者认为“教师的实践性知识是教师真正信奉的,拼在其教育教学实践中实际使用和表现出来的对教育教学的认识。”还有学者认为“实践性知识是指基于理论知识与教师个人经验的,在特定的教育教学情境下形成的,支配着教师具体选择与判断的综合性知识。”它不是理论性知识在实践中的直接运用,而是理论知识在与实践情境相结合中得到理解后形成的指导实践的知识系统,具有明显的情境性、个体性、默会性及综合性等特点。 相似文献
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教师实践性知识形成机制浅论 总被引:1,自引:0,他引:1
可以把教师的实践性知识划分为可言传的与难以言传的两类知识。教师的实践性知识是通过教师的内隐学习与外显学习获得的。影响教师实践性知识获得的内因有教师的职业理想与动机水平、原有的知识背景、理论学习状况和自我反思意识等,外部因素则主要是社会和学校氛围。 相似文献
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教师实践性知识与教师专业发展 总被引:1,自引:0,他引:1
一、什么是教师实践性知识
1.教师实践性知识的定义
教师的知识可以分为两类:“理论性知识”和“实践性知识”。前者通常可以通过阅读和听讲座获得,包括各种学科内容、教育学知识、心理学知识等原理性知识。后者包括教师在教育教学实践中实际使用中表现出来的知识。前者通常停留在教师的头脑里和口头上,是教师根据某些外在标准认为应该如此的理论;而后者是教师内心真正信奉的、在日常工作中实际使用的理论,支配着教师的思想和行为,体现在教师的教育教学行动中。这就是为什么有些师范毕业生学了一整套教育学、教学法的理论知识却不会教学;为什么有些教师能说一整套现代教育的新理念、新原则而实际上却奉行着传统教育的老套做法的原因。 相似文献
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教师实践性知识是多成份的有机体。教师实践性知识呈现理论型实践性知识、技能型实践性知识和智慧型实践性知识三种不同的形态。三种类型的实践性知识既存在于教师个体的实践性知识之中,也存在于教师专业发展的不同阶段。 相似文献
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教师实践性知识是教师在课堂情境和实践困境中实施有目的行动的知识。近年来,西方教师实践性知识在研究视角上,重视专业知识场景、生态学及话语等不同角度的研究;在研究主题上,侧重教学知识、教师实践性知识推理,以及教师身份、信念与实践性知识的融合研究;在研究方式上,倡导合作分享的研究;在研究方法上主张多元方法与理论的综合运用;在研究价值取向上,试图超越知识的纯粹个体性,探寻知识的个体性与普遍性、情境性与抽象性相统一的特征。 相似文献
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论教师实践性知识的内涵与结构 总被引:1,自引:0,他引:1
教师实践性知识可从广义和狭义两个方面界定其内涵,其构成在纵向上可区分为信奉的实践性知识和使用的实践性知识。基于这样的内涵界定和结构分析,通过对新教师、专家教师与有经验教师进行比较的视角,人们可以动态地了解教师实践性知识各部分间的关系,进而促进教师调整自己的信奉,加强理论知识的学习和实践性知识的理论化。 相似文献
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基于实践性知识的教师博客研究 总被引:4,自引:0,他引:4
本研究运用叙述探究的方法,就博客促使教师个人实践性知识的提升问题对一位高中特级教师陶川的博客及陶川本人进行了深入研究,得出了初步的结论:教师实践知识在博客的探索中积淀,在博客的坚持中生成,在博客的交流中升华。 相似文献
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实践性知识:教师专业发展的知识基础 总被引:339,自引:1,他引:339
陈向明 《北京大学教育评论》2003,1(1):104-112
教师在从事日常教育教学工作中自身如何发展 ?教师的专业发展具有什么知识基础 ?为什么教师学了教育学、心理学 ,还是不会教书 ?教师如何提高自我专业发展的意识和能力 ?———这些问题是本文探讨的焦点。文章从教师的知识构成入手 ,将教师的知识分成“理论性知识”和“实践性知识” ,然后对教师实践性知识的定义、内容、状态和形成机制进行分析 ,并强调了“教师实践性知识”这一概念的赋权意义和专业建设意义。 相似文献
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刘良华 《北京大学教育评论》2008,6(1):125-131
研究"好教师"的特征可以通过多种途径。研究者既可以直接观察教师的行为,也可以阅读教师本人撰写的专业论文,但真正有效的路径是让教师讲述自己的教育自传或个人生活史,让有关"好教师"的个人知识在教师的个人生活史的叙述中间接地显露出来。从大量的教育自传中,本研究得出基本结论认为:好教师有两个基本特征,一是那个教师"对我好";二是那个教师"有激情"。 相似文献
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Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163
This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development. 相似文献
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Lasisi Ajayi 《The Teacher Educator》2013,48(1):6-31
The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the findings are discussed. 相似文献
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Stephen A. Sherblom Michael W. Bahr 《Journal of educational and psychological consultation》2013,23(1):81-100
In the United States, controversy persists regarding what it means for heterosexuality to be the norm, or more pointedly, what it means for those not strictly heterosexual to be outside the norm. It is important that consultants in schools be aware of the current state of research bearing on homosexuality. Consultation provides a viable approach to assist educators with the questions that students, parents, teachers, and administrators themselves may be asking: What is homosexuality? Is heterosexuality the only natural sexual orientation? Can lesbian, gay, and bisexual people be psychologically healthy? Are the children of lesbian and gay parents “at risk”? Can one become ungay? What about a gay or lesbian teacher? This article explores these questions with particular attention to how consultation may be used to promote educational practices that foster positive school environments for all students. 相似文献
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Christopher Winch 《Educational theory》2006,56(4):407-421
A bstract . In this essay, Christopher Winch explores the relevance of Ludwig Wittgenstein's account of rule-following to vocational education with particular reference to the often-made claim that any account of an activity in terms of rule-following implies rigidity and inflexibility. He argues that most rule-following is only successful when it involves a degree of flexibility. For instance, most technical work that involves rule-following requires flexibility and situational awareness for success. Technical education that fails to take account of the need to apply rules in a way that accounts for a wide variety of situations is likely to be unsuccessful. Winch offers an account of professional judgment based on Stephen Toulmin's theory of argumentation and discusses progression from novice to expert in terms of Toulmin's analysis. He also considers the relation between vocational education and other practices in the context of the wider civic implications of occupational practice. 相似文献
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郭晖 《西安文理学院学报》2004,19(3):65-67
双师型教师是落实高职教育特色的关键,随着高职教育的飞速发展,双师型教师已成为高职教育发展的瓶颈,正确理解其内涵,分析各种影响因素,有利于寻找出一条加速双师型教师队伍建设的途径。 相似文献
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