Teachers' personal practical knowledge on the professional knowledge landscape

Though research on teaching has a long history, teacher knowledge research is relatively recent, mostly occurring in the 1980s and 1990s. Teacher knowledge research is part of a revolution in how educators think about classroom practice. In contrast to the concern for teacher characteristics and teaching/learning methods, the assumption in teacher knowledge research is that the most important area is what teachers know and how their knowing is expressed in teaching. There are several lines of such research. In this paper we describe one line of research focused on teachers' personal practical knowledge as it is developed and expressed on the professional knowledge landscape. In the paper we outline the methodology for undertaking this type of research. The methodology is illustrated by a case study of a teacher in China.     

波兰尼"个人知识"学说对计算机教学的启示

针对计算机教学中存在的问题,根据波兰尼"个人知识"学说展开讨论,叙述了波兰尼"个人知识"学说对计算机教学的重要性,由波兰尼学说提出了教学建议培养学生对计算机知识的审美感;增加学生的实践机会,提高实践质量;外显化他人隐性知识,从而促进学生个人知识的形成,提高学生的能力.     

Plato, Dewey, and the Problem of the Teacher's Authority

ABSTRACT An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher.     

The story so far: personal knowledge and the political

This paper looks critically at a number of forms of inquiry that are now developing in the field of teacher education. Narrative methods and starving are two associated genres that have emerged forcefully in the past decade as ways of seeking to represent the lived experience of schooling. It is because of the very potential of these methodologies to bring us closer to the experience of schooling that our scrutiny should focus sharply upon both the strengths and weaknesses of these methods. To help the process of identifying the cultural place of stories and narrative, the paper seeks to link the emergence of such genres inside teacher education with broader cultural patterns within contemporary societies. In particular, the use of personal stories in the global media is examined; and as a result, a series of questions is asked and issues are raised. Finally, some conclusions regarding the role of stories and narrative in educational research are provided. Here, some antidotes to the absence of historical and theoretical context are developed.     

波兰尼的个人知识理论与教育思想探析

在波兰尼看来,所有知识都是个人的,都是默会的.波兰尼的知识理论虽然具有革命意义,但其教育观念却比我们想象得更为传统.他推崇文化权威,尊重教师权威,主张言传身授.反观当今教育领域的"个人知识"和"默会知识",其内涵已与波兰尼个人知识理论迥异.由此而阐发的一些教育主张与波兰尼的教育思想也相去甚远.以此为例,我们得到一个启示:有什么样知识观就有什么样的教育观,这个流行的判断比看起来要复杂得多.     

古希腊“三贤”美育思想概论

通过对古希腊时期三位著名哲学家苏格拉底、柏拉图、亚里土多德美育思想的简要概括和论述,试图从他们对美育思想的主张中提取有益于符合我们现实国情的教育理念,对我们在教学实践中更好地实施美育教育提供可资借鉴的依据。     

Linking personal and professional knowledge of teaching practice through narrative inquiry

Abstract

Preservice teachers enter professional teacher education programs with personally constructed (but often implicit and unexamined) knowledge of what good teaching is and what kind of teachers they wish to become. If they are unable to connect new and/or expanded professional knowledge of teaching with their own unexamined narrative knowledge of teaching, professional knowledge presented in courses remains decontextualized theory; their personal narrative knowledge of teaching remains implicit and unexamined; and they teach as they believe they were taught. Here the use of four versions of narrative inquiry with preservice teachers are examined. Each one—Response to Practicum Experiences, Responses to Readings, Small and Large Group Discussions, and Reflection Papers—is intended to enable students to explore narrative assumptions that contribute to their images of teaching. Each form of narrative inquiry enables students to explore unexamined parts of their personal and professional knowledge of teaching and link these in explicit ways.     

柏拉图和西塞罗的理想国

柏拉图和西塞罗分别以《理想国》和《国家篇法律篇》阐述了自己的理想国家模式,而西塞罗是在继承古希腊学说基础上,结合所处环境对罗马早期共和国的优越性做了论证,实际上是一种复古。虽然西塞罗采取了类似于柏拉图谈话体阐述政治主张,但二人之间具有本质的不同,本文即通过对柏拉图和西塞罗之间理论的对比分析,发现不同之处。     

文艺模型与政治蓝图的关系——柏拉图《理想国》新论

从柏拉图企图建立人间的“理想国”开始，到《圣经》中基督对全人类进行救赎的最终归宿——“新伊甸园”，再到空想社会主义或共产主义，人类在文艺和政治两条途径上不断地探索着超越现实和超越自身的终极之路、幸福之路。     

The influence of personal characteristics on rumor knowledge and transmission among the deaf.

Students who viewed themselves as members of the deaf culture listed all the current rumors they knew and the number of people to whom they typically transmit rumors. These two rumor variables, knowledge and transmission, were related to general anxiety level, extraversion, gender, self-reported preferred mode of communication, and type of high school attended. Congruent with previous research on hearing populations, deaf participants who were more anxious knew more rumors than did less anxious deaf participants. Results unique to the deaf population are also discussed.     

帕斯卡定理及其应用

帕斯卡定理 设六边形ABCDEF内接于圆（与顶点次序无关,即ABCDEF无需为凸六边形）,直线AB与DE交于点X,直线CD与FA交于点Z,直线EF与BC交于点Y则X、Y、Z三点共线．     

论柏拉图的文艺对话

“对话”是谈及柏拉图文论时永远避不开的一个重要话题,柏拉图把它提出来作为一种独立的文学形式,灵活地运用于学术讨论。柏拉图文艺对话的成因与柏拉图本人在“对话”中缺席的原因是多重的,既有浅层,又有深层,并且这种形式对后世产生了十分重要的影响,在当今社会具有一定的现实意义。     

考德威尔眼中的柏拉图与亚里士多德

马克思主义批评家考德威尔在《幻象与现实》中阐释了阶级社会中诗歌与社会现实和精神幻象的辩证关系,对柏拉图和亚里士多德的诗歌观点的区别与联系加以分析。考德威尔对柏拉图持批判态度,却对亚里士多德大为肯定。     

Investigating the dynamics of formative assessment: relationships between teacher knowledge,assessment practice and learning

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.