家校冲突对中小学教师工作积极性的影响研究

为了提高中小学生的教育成效,学校会积极提倡家校合作。但在合作过程中,家长与学校之间的冲突不可避免。研究发现,家长与学校之间存在低水平的冲突,不仅对教师的教学积极性有直接的负向影响,还会通过情绪耗竭的作用对教学积极性产生间接的负向影响。不过,家校冲突对教师的研究积极性没有显著影响。另外教师编制会反向调节家校冲突对教学积极性和情绪耗竭的影响。     

Professional orientations of secondary school teachers towards their work

Against a background of current reforms which involve a diversity of strong expectations with regard to how teachers should work, this study explores how teachers themselves view their professionality. Four hundred and fifty two secondary school teachers were asked about their professional orientations. Teachers were found to differ in their orientations and in the combinations of their orientations towards instruction, educational goals, and their role in the school organization. These findings are relevant to consider in the light of successful reform of schools and education. The article ends with a reflection on those combinations of orientations, and suggestions for future research into professional orientations are made.     

Knowledge and attitudes of secondary school teachers regarding sexual health education in England

Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies.

Design Results were obtained from a questionnaire as part of a two‐phase intervention study.

Setting Nineteen mixed‐sex, state secondary schools in central England.

Participants One hundred and fifty‐five teachers (94 female, 61 male) participated.

Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated.

Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant.

Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes.     

The school-based work experiences of student teachers

The increased responsibility now given to schools for initial teacher training (ITT) in partnership with training institutions has led to questions about how prepared and confident teachers are to assume their new role, and the support they provide for students to teach the arts. This research enquires into the situation and found the development of students' subject knowledge in the arts to be a matter of concern. As time on ITT courses is cut and teachers acknowledge the need to enhance their own knowledge-base in the arts, there is uncertainty about the quality and adequacy of training for student teachers in the arts.     

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.     

Including nonreligious worldviews in religious education: the views and experiences of English secondary school teachers

Although the teaching of nonreligious worldviews has been advocated in a Council of Europe Recommendation, few European countries include such a study in religious education (RE). Guidance on implementing the Recommendation recognises that inclusion is problematic, raising issues for policymakers, teacher trainers and schools. In this article, findings from a qualitative study of the views and experiences of 25 RE teachers in England are used to identify and explore a range of issues, in relation to national and international debates and research. Examples of inclusion and the models that they suggest are considered and it is argued that major obstacles, such as limited time and lack of a framework for the integration of religious and nonreligious worldviews, can be of overcome. However, it is concluded that this will require further research and curriculum development work and that international collaboration should be pursued.     

Teaching beliefs: a comparison between Italian primary and secondary school trainee teachers

This paper presents research which compares the teaching beliefs of primary and secondary school trainee teachers. Participants were 177 trainee teachers, 92 enrolled in a primary school teacher degree course, and 85 enrolled in a postgraduate teacher training course specifically for music teaching at secondary school level (middle and high school). A questionnaire was employed for assessing beliefs. By performing factor analysis, the following four dimensions were extracted: innovative teaching and cooperative learning, teacher-centred approach, learner-centred approach and working collaboratively. Data were subjected to analysis of variance for each factor of the questionnaire. Significant differences between primary and secondary trainee teachers in the way they think about music teaching were found. The relevance of these factors and differences was discussed in considering how to improve the education of teachers.     

河南回族中小学教师发展研究

河南省是回族人口散居大省,民族教育尤其是回族教育是河南省教育工作的重要组成部分,提升回族教育的质量和水平,是河南民族教育的重点和难点,是提高回族人口整体素质的重要途径,也是提升河南省民族工作的重要体现。回族教育的短板主要是师资力量配备不足尤其是缺乏熟悉本民族情况的回族教师。加强回族学校教师的研究,对于促进河南民族教育、提升河南少数民族整体素质、贯彻落实全国民族教育工作会议精神都有积极意义。     

Supporting the transition to secondary school: The voices of lower secondary leaders and teachers

ABSTRACT

Background: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students’ development. School professionals play an important role in enhancing the students’ transition experience, but international literature calls for more research concerning their perspective on this transition.

Purpose: The aim of this study was to investigate what lower secondary school leaders and teachers in Norway emphasise when supporting the primary to lower secondary school transition.

Methods: A qualitative single case study approach was used. The participants were ten form teachers, their team leader and the principal (n = 12) within one lower secondary school. These were the individuals overseeing the transition process on behalf of a cohort of students who transferred to their school in August 2017. Data were collected through observations and focus group interviews. The data were transcribed and analysed qualitatively, inspired by the constant comparative method of analysis.

Findings and conclusion: Framed by their own experiences, the leaders and teachers emphasised ensuring predictability, establishing a safe psychosocial learning environment, giving the students time to learn to be lower secondary school students, and collaboration at the school level and with the families. These efforts are largely in line with what the research recommends. The findings indicate, however, that the teachers need more support during this process. The article concludes that a closer dialogical interaction with colleagues at the primary and secondary levels, parents and students could support the leaders and teachers to promote an even better transition.     

河南省中职学校健美操师资现状的调查与分析

文章采用问卷调查法、专家访谈法等对河南省中职学校健美操教师的各项状况进行了调查,通过对数据的处理,总结并分析了河南省中职健美操师资的现状,提出了在中职学校开设健美操专项课,提高师资后备力量的整体水平等建议。     

The relationship between the work of teachers in nonformal settings and in school: A Malaysian viewpoint

Conclusion The teacher's role and his involvement in the activities of the community are unrecorded, undocumented, and often unrecognized. However, the teacher plays a very important role in the development of various sectors of the community. The importance of teacher participation is ironically felt when he is absent from, and consequently does not perform his informal functions within the community. This was seen during the early phase of land development schemes, when teachers chose to stay away from the community, and would commute daily to the school. It is because of this that the Ministry of Education now includes the building of teachers' quarters within the compounds of schools to ensure that the teachers stay within the communities they serve.The implementation of the new curriculum programmes requires additional, direct contributions by the teachers. It is time that the community recognized the important contributions expected from, and delivered by the teacher towards the growth and development of not only the child, and the school, but also of the community.     

试论中小学教师的学习

在现代知识社会,学习对中小学教师具有特殊重要的意义。学习效果在一定程度上取决于个体对学习的理解和学习方式。理论性学习可以培育教师的学科理论素养,提高理性思考能力。研究性学习属于以高阶思维为主要认知活动的高投入性学习。合作性学习可以促进个体知识经验的聚合和视界的融合,从而实现知识共享。社会化学习是个体学习社会知识,并不断内化和再创造的过程。教师应端正学习态度,提高学习内驱力,将工作和学习融为一体,相得益彰。     

Changing the context of teachers’ work and professional development: A European perspective

Recent changes in the regulation of education systems in Europe and beyond have led to greater control over the work of teachers and the performance of schools. The paper draws upon the findings of a programme of funded comparative research, which has examined the impact of national education policy and policy change on teachers’ work and professional development in several European countries, England, France and Denmark. Within the English context, particularly, both primary and secondary teachers expressed common concerns centered on what was perceived as the demand for a ‘delivery of performance’. Many teachers considered that the more affective concerns of teaching – the sense of vocation and investment of self- were being undermined by the pressure for performance, to become “expert technicians” in transmitting externally pre-defined knowledge and skills to their pupils. Such changes have had a profound effect on the way in which teachers’ work and role are defined by government policy directives more widely within the European context. The paper considers the implications of these changed accountability structures for teachers’ professional identity and development.     

Acceptance of learning management system: The case of secondary school teachers

There are many ICT tools that teachers can use to support teaching and learning. In recent years, Learning Management Systems (LMSs) have been present in most higher education institutions. However, the availability of LMSs in K-12 is more recent. Furthermore, we believe that LMSs are promising even for K-12 teachers in face-to-face learning contexts because they have many educational features that can support learning with students. The goal of this study is 1) to identify the factors that influence the acceptability of the LMS by teachers, 2) to see if teachers’ ICT use influences their intention to use the LMS, and finally 3) to see if teachers’ ICT use influences their perception of the affordances of LMS educational features. The LMS in our study was introduced in a school board of more than 35,000 students and approximately 2400 teachers. To study the acceptability of the LMS, we used the Technology Acceptance Model. The results obtained from the show that the perception of usefulness is a good predictor of the intent to use the LMS. As for ICT use and the affordances of LMS educational features, the results show that they are not a good predictor of the intention to use.     

Conceptions of literacy in primary and secondary school teachers

Recently, teachers have been described as lacking an organised and consistent understanding of how children acquire literacy. Arguments about falling standards have been aired in the media, and links drawn between methods currently in favour in UK schools, and an apparent failure of children to acquire ‘basic skills'. Proposals have now been made by the Department for Education which give greater prominence to more structured, skill-based primary teaching which, it is claimed, will raise standards and better prepare children to meet the demands they face as they move into secondary school. This study analyses teachers’ conceptual maps of literacy teaching as the preliminary phase of a research programme aimed at describing and enhancing pupils’ functional use of literacy across the curriculum. The analysis is based on a four-quadrant model of adult-child proximation. Using a questionnaire format, important similarities and contrasts were found between the views of primary and secondary teachers. However, the study does reveal that teachers have complex models of literacy which underpin their work and do not adhere to simplistic, uni-dimensional methods.     

Teaching writing to middle school students in Portugal and in Brazil: an exploratory study

Learning how to write is a challenging process, typically developed in schools. Teachers’ practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on time devoted to student writing and the teaching of writing, on their practices to promote students’ self-regulated writing, adaptations for less skilled writers, and their perceptions about writing and the teaching of writing. Findings from this survey raised concerns about the quality of writing instruction in both countries. Teachers reported little time devoted for writing and the teaching of writing in their classes. The majority of the teachers rarely used practices to promote students’ self-regulated writing or applied explicit teaching methods for writing instruction. Both Portuguese and Brazilian teachers perceived writing as a shared responsibility. Brazilian teachers, however, agreed with this perception more strongly. Portuguese teachers’ perception of the importance of writing for students’ academic and professional success was higher than the perceptions held by Brazilian teachers. A positive correlation was found between teachers’ preparation to teach writing and their practices to promote students’ self-regulated writing. The implications of these findings are discussed.     

我国农村中小学教师短缺现象思考

我国十多亿人口,80％在农村,农村人口素质直接关系到我国的现代化建设,因此,农村中小学教育就显得尤为重要,教育的关键在教师,要提高农村中小学教育质量,农村中小学教师队伍建设就势在必行,而实际状况是目前我国农村中小学教师队伍还存在着种种问题,数量上严重缺编就是其中之一。本文深入剖析了这一教育困境的深层次原因,并有针对性地在长远规划与现实捷径两个层面提出了解决问题的对策。     

Preparing for inclusive education: the pre-course experiences of prospective secondary school teachers on a UK-based training course

Progress towards inclusive education has been linked to the professional development of teachers, including their initial training. This study explores the range and nature of the experiences that students bring to a one-year Post Graduate Certificate in Education course for prospective secondary teachers in England. The data was gathered through questionnaires given to the whole cohort. There was a high response rate although a consequence of this approach was a reliance on self-reports. The analysis illustrates the diversity of experiences across the cohort that may impact on beliefs and attitudes of the individuals. If planning of teacher development is to be effective, providers need information of this type to inform their planning and delivery.