教师测评素养国外研究述评

教师测评素养是教师教育和教师发展的重要组成部分。通过对国外有关教师测评素养研究文献的梳理和分析,其研究内容主要包括教师测评素养的构成、现状及培训需求、测量工具的开发和验证、测评素养发展途径和影响因素等。这些研究对我国开展教师测评素养相关研究有一定的参考价值,同时也启示我们可以在研究对象、研究方法和研究内容上进一步拓展,要基于我国国情,开展教师测评素养及其测量测量工具的本土化研究。     

教师测评素养国外研究述评

教师测评素养是教师教育和教师发展的重要组成部分。通过对国外有关教师测评素养研究文献的梳理和分析,其研究内容主要包括教师测评素养的构成、现状及培训需求、测量工具的开发和验证、测评素养发展途径和影响因素等。这些研究对我国开展教师测评素养相关研究有一定的参考价值,同时也启示我们可以在研究对象、研究方法和研究内容上进一步拓展,要基于我国国情,开展教师测评素养及其测量测量工具的本土化研究。     

高校外语教师语言评价素养构建：基于2019年全国高等学校外语学科中青年骨干教师高级研修班（外语教学中的测试与评价）的思考

评价素养是教师素养的重要组成部分,文章介绍了教师评价素养以及语言评价素养,并且在分析了2019年全国高等学校外语学科中青年骨干教师研修班(外语教学中的测试与评价)教师反思日志的基础上,提出了高校外语教师评价素养构建和提升途径的几点思考。     

教师测评素养研究综述

从研究主题、研究方法、研究对象和理论框架等方面梳理国内外教师测评素养相关研究成果,为国内研究的进一步开展提出探讨教师测评素养诉求、拓宽研究对象范围、形成符合我国国情的本土化理论等建议。     

A Teacher Educator's Role in an Asia-derived Learning Study

To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study. By describing and evaluating my personal experience of interactions such as recorded meetings and teachers' reflections, I attempt to discern a function for myself within the group. The self-study helped uncover some misguided assumptions and responses in coping with the new context and also provided some preliminary understandings of possible teacher educator responsibilities in this type of initiative.     

我国教师测评素养研究述评

教师测评素养作为教师发展重要组成部分备受关注。通过对我国教师测评素养研究的分析,了解教师测评素养的研究现状及教师测评素养培养途径,并结合国外研究探讨中国教师测评素养发展中存在的问题以及研究新动向,引起人们对教师测评素养问题的重视与关注。     

美国教师评价素养研究述评

围绕评价素养是什么、教师需要怎样的评价素养、如何发展教师评价素养等基本问题,梳理、评论美国有关教师评价素养研究方面的成果。在此基础上,为我国开启这方面的研究提供建议,一是处理好三对关系,即评价素养与专业素养的关系、评价与教学的关系以及教师评价素养与学生学业成就的关系;二是建构本土化的教师评价素养框架;三是调查与分析教师评价素养状况。     

教师评价素养的“三角形”架构

随着学生评价改革的不断深入,教师评价素养日益受到人们的关注,成为教师专业发展的重要组成部分。三角形在几何图形中是最为稳定的结构,评价态度、评价知识、评价技能构成了教师评价素养体系的三角形架构,这三者缺一不可,从这一视角可以更清晰地看到该如何发展教师的评价素养,为教师评价素养的提升谏言献策。     

Sex and Pregnancy: A Perinatal Educator's Guide

This article is a continuation in the author's growing series of articles on intimacy and sexuality in the transition to parenthood and its relationship with perinatal education. So many couples in the author's perinatal education practice feel that health professionals are uncomfortable discussing sex and pregnancy. Indeed, the couples have so many questions and concerns regarding this subject; they are seeking answers so that they may better understand and cope with the changes in this aspect of their relationship. Perinatal education group encounters or special sessions are the ideal setting to discuss intimacy and sexuality during pregnancy. The objectives of this article are to provide the perinatal educator with content for the group sessions and tools for teaching strategies and activities.     

Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative

Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative towards enhancing teacher pedagogy and its effect on children’s literacy performance. Forty-four Head Start teachers and classrooms were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives, if offered appropriately, can enhance children’s academic performance.     

The Uses of Literacy in Teacher Education

Alasdair MacIntyre identifies two interconnected problems for present day thinking about the nature of educational provision. The first concerns the very possibility of general educatedness in the social and cultural circumstances of modernity; the second concerns the narrow and specialist route down which professional training has proceeded in contemporary post-industrial societies. This paper explores the implications of MacIntyre's views and argues for a radical reappraisal of current conceptions of teacher education and training.     

Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation System: A Pilot Study*

This article reports on teachers' reactions to a pilot implementation of a new standards-based teacher evaluation system in a medium-sized Midwestern school district. The system, based on the Framework for Teaching (Danielson, 1996), was intended to serve as the foundation for a new knowledge and skill pay plan for teachers. Teacher reactions were measured using both interview and survey methods. Teachers' overall favorableness toward the system, as measured by the survey, was correlated with acceptance of the teaching standards, perception of the evaluation process as fair and the evaluator as capable and objective, and perception that the evaluation system had a positive impact on their teaching. In interviews, teachers perceived both positive and negative aspects of the system, and for many these more or less balanced each other. While most teachers accepted the evaluation standards and the need for an evaluation system, many also perceived that the system added too much to teachers' workloads and did not provide enough feedback. Based on these results several changes were made in the evaluation system prior to full implementation. The results are discussed with reference to previous research and the Personnel Evaluation Standards.