Who Am I? The Social Construction of Ethnic Identity and Self-Perceptions in Latino Preservice Teachers

The Urban Review - Because of the changes in the demographics, it is important for Latino teachers to relate to the educational and psychological needs of language minority children who are...     

Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden

This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a questionnaire was designed and sent to student teachers in Portugal and in Sweden. In total, 112 and 157 student teachers participated in the study, respectively. Data suggest a given profile of a student teacher making it possible to analyse some of key characteristics in both countries. The comparison between countries in combination with suggestions and recommendations from student teachers indicate that the recruitment process may be supported if the information about the design, content and the aims of ITE programmes are clarified and made explicit.     

英国基础教育教师招聘与留用战略探析

教师队伍建设是关乎国家未来的重要任务,因此教师的招聘与留用极其重要。针对当前英国基础教育领域中存在的教师供需失衡问题,英国采取了一系列教师招聘与留用策略,包括创造良好的学校文化氛围,提高对新入职教师的支持,提高教师职业吸引力,并进一步拓宽教师入职的渠道。英国开发专门的教师供应模型预测教师需求,从政策层面营造校园文化,加大投资吸引转行教师等举措都颇具新意,然而具体策略的投资回报率等还有待进一步观察。     

“双高计划”建设院校专业课教师招聘现状与改进策略——以京津冀地区为例

为满足高职院校大规模引进和培育“双师素质”教师队伍的现实需求,对京津冀3地7所“双高计划”建设院校专业课教师招聘工作现状进行研究,指出在招聘条件设置、招聘程序、测评内容、招聘管理、招聘渠道、岗位待遇宣传等方面普遍存在的问题,并相应提出科学制定和实施招聘计划,优化完善招聘程序及考核内容,积极拓展招聘渠道和创新用人机制,落实教师队伍在岗提升政策,全方位做好教师队伍保障和激励政策配套等优化建议,为改善高职院校教师招聘工作和持续提高教师队伍整体“双师素质”水平提供思路与方法。     

Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees

Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.     

高校聘任制改革下的教师法律地位审视

在市场经济体制下,随着我国高等学校人事制度改革的不断深入,高等院校逐步推行教师聘任制。鉴于我国现行法律、法规对高等学校的法律地位和性质。高校与教师之间的法律关系没有清晰的界定,理论界对教师聘任合同的性质存在不同认识,难以有效解决高校与教师之间的纠纷,不利于高校的健康发展。文章对高校教师的法律地位进行思考,以此明确教师与高校之间的法律关系,规范教师聘任行为,顺利推进高校人事制度改革。     

《劳动合同法》视域下教师聘任制的劳动关系审视

教师聘任制的实施由于编制短缺、法律细则滞后以及法律意识匮乏等原因导致学校与教师之间权利与义务的失衡。《劳动合同法》的正式施行,为实行真正意义上的教师聘任制提供了重要的法律依据。依照《劳动合同法》,实施教师聘任制要以合法、公平、自愿、诚信为原则,在保障学校与教师双方权利和义务的基础上,以用工为事实,以合同为标志构建二者之间的劳动关系,并需直面教师聘任制将触及的新问题。     

教师招考制度下师范类英语专业学生的教师职业技能培养

为了拓展毕业生的就业面,不少有关院校在课程设置中片面挤占教师职业技能类课程,削弱对学生的教师技能培养,造成不少负面影响。有必要正确认识和理解教师职业技能的本质和作用,并从合理设置课程、加强第二课堂训练和强化见习实习等方面培养学生的教师职业技能。     

浅析教师招聘工作的流程

本文以自己在招聘工作中的经验,从招聘专业需求分析、招聘信息的发布、招聘组织和考核、办理录 用手续等方面,探讨了我院教师招聘工作的流程。     

Elementary teachers’ science subject matter knowledge across the teacher career cycle

Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.     

当前我国公立幼师招聘存在的问题及其应对策略

目前我国公立幼师招聘中存在招聘权使用不恰当、招聘标准不合适、招聘岗位和计划不清晰、考核内容和方法不科学等问题,导致幼师专业素养与幼儿实际需要脱离、幼师来源单调、近亲繁殖、男女比例不协调等现象,分析并探究其合理的解决策略迫在眉睫,有利于完善幼师招聘制度,推动学前教育事业的健康发展。     

大学教师招聘“四问”

当前,我国高校的教师招聘应该强化岗位意识,实现由编制管理向岗位管理的转变;正确对待近亲繁殖问题,以岗位需求与人才质量决定取舍;破解“武大郎开店”问题,提高人才招聘质量;认清“校历主义”的实质,成为真正的伯乐而不是人才招聘的机器.     

From LSA to teacher: the value of classroom experience in shaping a ‘teacher’ identity

Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools ‘growing their own’ teachers from amongst support staff. However, little attention has been paid to their transition to the role of teacher. This article investigates influences on identity development and the extent to which personal values are reconciled with professional demands and socially constructed facets of educational practice. Participants were nine staff in one secondary school for pupils with moderate learning difficulties who had undertaken the transition from LSA (learning support assistant) to teacher. Qualitative data were obtained through an online survey and focus group discussion. Findings show that extensive opportunities to experiment with provisional and possible selves, immersion in educational discourse, classroom agency and staff collaboration engender a ‘teacher’ self-concept and positive motivations for LSA career development, and that self-esteem and self-efficacy are strengthened by how an individual’s values align with those of the setting in which they work. Findings may inform school leaders as to the value of training teachers ‘in-house’ and support career development decisions of LSAs, a pathway of potential significance given the current pressures on teacher recruitment and retention.     

Exploring pre-service secondary teachers’ understanding of care

Care in teaching has been widely investigated; however, little research has sought secondary pre-service teachers’ understandings of caring and their potential responsibility to care for students. Accordingly, semi-structured interviews were employed with four focus groups, involving 12 (2 male and 10 female) participants. Data were analysed within a qualitative paradigm using Interpretative Phenomenological Analysis (IPA) and inter-rater reliability. Five overlapping themes were identified, and although many tensions around the ambiguities of establishing appropriate boundaries to care were shown, caring was deemed central by the participants to being effective teachers. Overall, pre-service secondary teachers agreed that neither pedagogy nor discipline strategy would be effective without care. Training implications and suggestions for future research conclude this paper.     

高校教师聘任制之法律研究

我国高校教师聘任制目前还存在着法律依据不足等问题,应借鉴发达国家的有益经验,完善教师聘任合同、争议仲裁机构和诉讼法规,规范其管辖与受理程序及部门。     

Teacher education programmes delivered at a distance: An examination of distance student perceptions

Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally.     

“考编”的伦理反思

相比2005年之前国家对师范毕业生“包分配”的旧教师准入制度,以选拔性为特质的“考编”无疑提高了教师准入门槛,拓宽了教师来源渠道,为中小学教育事业输入了不少优秀人才。但是,从伦理的角度来看,现行的考编制度在内容和形式上存在着公正性缺失、合理性不足及不够尊重家长、学生和应聘者等问题。完善教师资格证制度,实行“差额试用制”,可以构建更为公正、合理的中小学教师聘任制度,同时也可以争取将越来越多的优秀人才选拔到教师队伍中来。     

‘Elite’ career-changers and their experience of initial teacher education

This study explores the motivation of ‘high-status’ professionals to change career and enter teaching, and their experience of undertaking initial teacher education (ITE) programmes in England. The study builds on previous research which found that career-changers are disproportionately more likely to fail to complete their ITE studies, and that those who do complete the transition into teaching frequently experience frustration with some aspects of induction and often feel undervalued by their new colleagues. The participants in this study were largely positive about most aspects of their ITE experience, and felt their professional background enabled them to be resilient when faced with the challenges of transitioning from being an expert in one domain to novice in another. However, they report variable experiences of mentoring, and for some, a sense of their previous experience being under-appreciated by ITE tutors and schools. The study also finds little evidence of personalisation built into ITE programmes to take account of the distinctive needs of career-changers. This paper concludes that the current policy focus adopted in England and in many other countries on entry quality may detract from the more fundamental issue of ensuring ITE programmes provide the flexible and personalised professional learning environments that enable a diverse range of entrants to flourish.