Teachers as Inquiry Learners

Journal of Science Teacher Education -     

论教师作为学习者的主体立场

教师作为学习者,是基于教师发展的主体立场提出的新命题,既契合职业本性,也适应时代精神。教师作为学习者,目的维度是"学以成人",内容维度是"学致广大",动机维度是"学起内需",过程维度是"学于互动"。成就教师作为学习者,政府和教育行政部门要以增加教师自由时间为宗旨制定政策,学校要以激发教师真实学习为目标规划发展,教师本人要超越功利化学习重建"自我意识"。     

教师作为学习者的专业化发展理念及路径

传统学习观基于现在与未来、学校与社会、手段与目的等对立的二元认识论,窒息个体及其职业的生命发展;时代的进步和人性的觉醒则赋予学习是人之存在和发展的生命属性,学习不仅丰富了人的生命内涵和人生意义,而且彰显着人类向善的美德。因此,教师作为学习者,既是教师之为人的生命写照,也是教师职业专业化的特色所在,其学习者角色是学生学习的内在诉求,也是教学相长的机理所在,更是教师职业伦理的美德。践行学习者专业化发展理念,教师学习的路径包括学习的时空内生于教育实践,学习的老师即不教之师--学生,学习的机理则是自我教育。     

I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs,Attitudes, and Values About Teaching Science as Inquiry

This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.     

The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents

In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San Francisco, California. Using the framework of narrative inquiry and portraiture, the article tells the story of the group’s formation, its structure, and its benefits for the participants’ personal and professional growth. The authors argue that an inquiry group is a highly viable, home-grown form of professional growth that relies on the group as a forum for self-study and reflection. The inquiry group provided the teachers with an increased understanding of child development and instructional strategies, a trusting public forum for sharing and validating their inquiry and teaching, and a communal opportunity to make visible the voices of teachers, children, and families.     

Using Interactive Radio to Enhance Classroom Learning and Reach Schools,Classrooms, Teachers,and Learners

This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally.     

远程开放教育中学生主体作用发挥的探讨

随着Internet的迅猛发展,远程教育越来越受到人们的关注。这种新型的教学模式是以学生自主学习为主体、以教师的指导、管理、帮助为主导的。本文通过对现代远程开放教育中影响学生主体性发挥的因素及学生自主学习存在的问题和成因的分析,就如何体现学生的主体地位,发挥学生的主体作用提出了对策建议。     

知识经济与教师继续教育

知识经济时代,教育发展的一个重要趋势是终身教育,传统的一次性学校教育已不能适应经济和社会发展以及人的自身发展的要求,学习将成为人的终身需要。作为“为人师表”的教师通过继续教育之路,不断地进行知识更新和知识创新,这不仅是教师自身生存和发展的需要,也是知识经济时代的必然要求。     

Secondary Teachers and English Language Learners (ELLs): Attitudes,Preparation and Implications

The education of language-minority students is a constitutional right. Throughout this article, the authors synthesize recent literature addressing two main questions: (1) What are secondary teachers’ attitudes toward English language learners (ELLs)? and (2) To what extent are secondary teachers being prepared to teach content effectively to this student population? Secondary teachers’ attitudes about ELLs vary, but are generally positive. The lack of teacher preparation—especially at the secondary level—to teach ELLs effectively is widespread. Thus, it is not surprising that secondary teachers feel ill-prepared to scaffold or differentiate instruction to meet these students’ language and academic needs. Since attitudes, preparation, and practice are interrelated, the authors also provide numerous implications for future practice at various levels: teacher-preparation programs, school district support, and classroom teaching.     

Learning With Dynamic Geometry Programs: Perspectives of Teachers and Learners

Abstract

In this exploratory phenomenological study, part of a larger mixed-design research project, the authors examined teacher and student roles in, and reactions to, a student-centered instructional geometry program using the Geometer's Sketchpad. Grade 7 students worked for 2 weeks in their regularly scheduled mathematics class on activities that allowed them to explain on-screen relationships among geometric shapes. A companion computer-based instructional tutorial was available as an accessible resource. The class sessions and specific dyads were observed, students surveyed, and teacher and selected students interviewed. Findings centered on 2 overarching themes: issues of power and learning. The teacher had difficulty relinquishing control of the learning environment even though she had agreed to do so. Students, however, liked their new freedom, worked hard, and expressed greater interest in the subject material.     

Redefining the ResponsibiIities of Teachers and the Social Position of the Technical Communicator

As we increasingly recognize the social nature of technical communication, our responsibilities as teachers need to be redefined. Three levels of responsibility are suggested: at the theoretical level, we should study technical communication as a historically emergent social practice; at the pedagogical level, we need to incorporate social and historical perspectives into technical communication courses and curricula; at the level of social action, we should participate in defining and creating new sites of practice for technical communicators. Several suggestions are offered for helping students locate or develop alternative sites of technical communication practice.     

Redefining the ResponsibiIities of Teachers and the Social Position of the Technical Communicator

As we increasingly recognize the social nature of technical communication, our responsibilities as teachers need to be redefined. Three levels of responsibility are suggested: at the theoretical level, we should study technical communication as a historically emergent social practice; at the pedagogical level, we need to incorporate social and historical perspectives into technical communication courses and curricula; at the level of social action, we should participate in defining and creating new sites of practice for technical communicators. Several suggestions are offered for helping students locate or develop alternative sites of technical communication practice.     

略论在"主体性教育"中正确认识教师与学生之间的主客体关系

主体性教育目前方兴未艾，部分教育界同仁对教师与学生之间主客体关系的认识存在着模糊、肤浅、片面的现象，已影响了主体性教育的健康推进，章拟对此进行较为全面、深入、客观的阐释。     

教师是知识分子:文化的传承者、阐释者和批评者

学校是文化机构,教师则是学校最重要的人员。这种说法有三重含义其一,文化并非某个体知识的总和;其二,教师有责任保证他们的学生每天接收文化信息;其三,教师是知识分子,换句话说,是文化的继承人、阐释者和批判者。     

ESP教师知识结构与角色分析

专门用途英语（English for Specific Purposes,简称ESP）将是未来大学英语教学的趋势,也必将成为大学英语教师专业发展的重要途径之一。然而大学英语教师的知识结构偏重于语言文本知识,这与ESP教师的素质要求存在着一定的差距。本文将就ESP教师的知识结构与角色进行分析,旨在帮助大学英语教师认识到专业发展的新方向,积极调整自己的知识结构与角色,以满足ESP教学需要。     

论新时期中小学教师的职业角色

新时期教师的角色趋于多样,模范公民、班级组织者和管理者、教学设计者、学生的伙伴与朋友、心理保健医生、反思者和研究者、家长的代理人等都是教师所应扮演的职业角色。     

Promoting Empathy Through the Dynamics of Staff Development: What Schools Can Offer Their Teachers as Learners

This is a revised version of a paper presented at the International Conference on Empathy, Experience and Spirituality, June 2001, Roehampton University of Surrey. Based on the presenter's substantial experience of collaborative support work with teachers in Britain and overseas, the paper was stimulated by Ron Best's argument in Pastoral Care in Education 18 (2000), on the nurturing of empathy through 'the experience schools provide for children', and highlights the opportunities for such provision for teachers' own experiences in the educational setting.     

我国职业培训师的现状、问题及对策分析

随着人类社会进入知识经济时代,国际社会已经达成共识,人力资源是现代社会进步最重要的决定因素,而培训则是开发人力资源的重要途径.于是,培训事业的主角--培训师,也当仁不让地成为21世纪最有吸引力的职业新宠.通过对我国职业培训师的现状进行分析,并提出了一些相应的对策.