A Modular Approach to Training

Garry Hornby, lecturer in special education at Hull University, describes a modular framework for in-service training (INSET). Although the framework was developed under the LEATGS scheme which will be replace by GEST in April (see p. 136) the modular approach will remain relevant under future arrangements.     

整合性构建:对教育技术学专业发展的探讨

教育技术学是一个新兴专业,如何去定位专业办学方向事关专业的立身之本。本文认为：以整合理念统领办学全程,定位培养信息化教育产品设计师,服务我国以教育信息化带动教育现代化事业,是该专业明智的定位。论文还结合教育技术系办该专业的实践探索和规划,对如何培养信息化教育产品设计师,实现专业定位初衷,进行了探讨。     

大学英语视听说教学的归因分析及归因训练

文章探索性地将归因理论引入到英语视听说教学领域中,首次对大学非英语专业学生视听说学习进行了归因分析;通过教学实践考察探讨了进一步开展归因训练的可行性和有效性;并对韦纳归因效果论进行初步检验。     

校本培训与远程教育有机结合策略初探

如何以开放性的远程教育突破校本培训的封闭性,以及基于远程教育环境下校本培训的推进策略,是本文的重点议题。本文认为,即将实行的教师教育国家学历考试是推动远程教育与校本培训相结合的重要杠杆,而远教环境下,校本培训工作,可以借助国家政策和先进的科学技术的支持,形成优势互补,把相互独立的教育方式相融合,形成切合教师实际的教学和学习的新模式,给教师教育工作带来新的生机和活力。     

A Comprehensive Approach to Human Relations Training for Teachers

This article develops a comprehensive approach to human relations training (HRT) for teachers based on knowledge of student diversity and application of communication skills. The author treats HRT as more than just training in communication skills and develops a model that integrates the two major components of HRT. He also develops specific goals, skills, and attitudes capable of being fitted into a teaching paradigm.     

Smart Training and Development: A Learner‐Guided Approach

There is great support for the research that says that how one uses knowledge is linked to how and where that knowledge is acquired—especially, knowledge that is connected directly to performance. This how and where approach is rooted in time‐tested and research‐supported learning strategies. Key emphasis is placed on competency identification, maximum use of the work environment for learning, self‐directed learning activities along with a contracting structure that allows self‐pacing, mastery, individualization, and various feedback options. This article describes how to combine these learning strategies so that training and development (T&D) costs, time to train, and employee performance and retention are improved. This learning model is called learner‐guided training and development—a smart, highly leveraged design model.     

Comparing Teachers’ Job Satisfaction across Countries: A Multiple‐Pairwise Measurement Invariance Approach

There is much interest in comparing latent traits, such as teacher job satisfaction, in large international surveys. However, different countries respond to questionnaires in different languages and interpret the questions through different cultural lenses, raising doubts about the psychometric equivalence of the measurements. Making valid comparisons depends on the latent traits displaying scalar measurement invariance. Unfortunately, this condition is rarely met across many countries at once. Different approaches that maximize the utility of such surveys, but remain faithful to the principles of measurement invariance testing, are therefore needed. This article illustrates one such approach, involving multiple‐pairwise comparisons. This enables us to compare teacher job satisfaction in England to 17 of the countries that participated in TALIS 2013. Teacher job satisfaction in England was as low, or lower, than all of the 17 comparable countries.     

A Comprehensive Approach to Technology Training for Early Childhood Teachers

This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are regarded as equally important for the development of teacher technology proficiency. Evaluation of the program documented its effectiveness. Compared to nonparticipants, teachers in the training program had significantly higher scores in all 3 goal areas: attitudes, knowledge and skills, and practices. Results of the study indicate that a comprehensive approach is an effective means of training teachers in computer technology. Implications of the study are discussed with regard to the strategy of developing the "whole teacher" and emergence of the domain of educational technology.     

A Comprehensive Approach to Technology Training for Early Childhood Teachers

This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are regarded as equally important for the development of teacher technology proficiency. Evaluation of the program documented its effectiveness. Compared to nonparticipants, teachers in the training program had significantly higher scores in all 3 goal areas: attitudes, knowledge and skills, and practices. Results of the study indicate that a comprehensive approach is an effective means of training teachers in computer technology. Implications of the study are discussed with regard to the strategy of developing the “whole teacher” and emergence of the domain of educational technology.     

论青春期的科学锻炼

青春期是人体生长发育的高峰期,也是人体各种身体素质和机能发展的大好时机,如果能抓紧这青春发育的关键时期,进行合理科学的体育锻炼,就能获得身体素质和机能的全面发展,为以后的学习、工作奠定良好的身体基础.     

整合实验实训中心 培养技能创新型人才

通过对当前实验室开设实验项目类型和服务领域的分析,转变实验项目开发设计的基本思路和创新手段,拓宽高校实验室服务领域,引进虚拟实验仿真平台,提高学生学习兴趣是当前高校实验室发展的趋势。优化整合实验实训中心管理职能,引进先进技术手段,建设实验室管理综合平台,是推动实验室建设和管理可持续发展的动力。传统实验实训教学模式制约了学生主观能动性和创新思维,对教学模式进行创新,实行自主研究型实验教学模式是培养技能创新兼顾型人才的有效手段。     

Sociomathematical Norms for Integrating Coding and Modeling with Elementary Science: A Dialogical Approach

Journal of Science Education and Technology - In recent years, the field of education has challenged researchers and practitioners to incorporate computing as an essential focus of K-12 STEM...     

培养学生口头交际能力的途径研究

本文就大学英语教学当中听力与口语课的结合的实际意义与具体操作方法做了较为详尽的阐述，强调大专院校在着重传授学生必要的语法与词汇及语言文学知识的同时，也应及时适应社会发展各国之间相互协作共同进步的趋势，加强对学生口头沟通与交流的能力的培养，为我国及世界的发展提供合格的高素质的人才做出贡献。     

Motivations to Become Vocational Education and Training Educators: A Person-Oriented Approach

Given the scarcity of educators in Swiss vocational education and training (VET) and the lack of scientific knowledge about these individuals, the aim of the present study was to investigate motivations to become VET educators. In order to focus on individuals instead of variables, a typological approach was adopted and motivational profiles were built. The Factors Influencing Teaching choice framework was adapted to the context of the study and used to investigate multiple motivations, beliefs about the occupation, and pedagogical beliefs in a sample of 605 teachers and trainers from the German speaking and French speaking parts of Switzerland. Five profiles of motivation were extracted from the data, pointing to heterogeneity in the sample. Differences in socio-demographics, antecedent socialization, beliefs about the occupation, and satisfaction with career choice were found. On this basis, the authors suggest guidelines about how to advertise and attract individuals to become VET educators. Notably, the values to emphasize in order to make the occupation attractive have to be adapted to the linguistic region and the type of educators targeted.