Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong

The gap between the theory and practice of teaching is an issue of concern in teacher education. Although researching this gap is not new, few studies have been conducted in Hong Kong. It is worth investigating the contemporary Asian models of teacher education that can provide reference to the international literature. This paper examines this theory–practice gap by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, we investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. Through examining the interview data, the findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre‐training experience, teaching context and student needs. These considerations lead to expansive or constraining impacts on the student teachers' selections of teaching strategies. Influences from the teacher education programme that might close this gap are identified. Implications for improving teacher education programmes are also discussed.     

胜任力模型:高校教师远程教学能力研究的新视角

由美国著名心理学家David C.McClelland提出的胜任力理论,是目前管理学领域开展能力研究的主要方法之一。文章在辨析胜任力相关概念的基础上,阐释将胜任力理论引入高校教师远程教学能力研究的方法论意义,分析构建胜任力模型的核心技术。结果表明,胜任力模型对于高校教师远程教学能力研究具有显著的理论价值与现实价值,其未来研究将围绕模型构建、相关培训与评估系统的设计与开发等5类主题展开。     

培养师范生教育技术素养的案例教学初探

在教师教育中采用案例教学,有利于紧密联系抽象的教育理论与丰富的教育实践,有利于消除教学情景与实际工作情景之间的显著差异,能够培养教师解决实际教学问题的能力。笔者阐述了师范生教育技术素养培养中案例教学的特点,推导与分析了利用案例进行教学的过程模式,并对影响案例教学的现实因素进行了分析和总结。     

论关键能力和行动导向教学——概念发展、理论基础与教学原则

20世纪70年代，德国职教界提出了关键能力的概念，意指那些与一定的专业实际技能不直接相关但对个体生涯发展起关键作用的知识、能力和技能。其后，在不断地讨论与质疑中，对关键能力的讨论逐渐演化成了对职业行动能力的讨论，使“关键能力培养”成为一种教育模式走进了职业教育实践，形成了行动导向教学，其具体实施原则为：行动能力应通过实际行动获得和发展．以肇生的经验和兴趣为导向．等等．     

“They taught me”: The benefits of early community-based field experiences in teacher education

Research in teacher education suggests that field experiences in community settings can offer pre-service teachers a context for understanding the link between theory and practice. This paper documents the experiences of pre-service educators participating in a service-learning experience at a Children's Defense Fund Freedom School in the south-eastern United States. Pre-service teachers engaged in critical reflection, online journals, and daily debriefing sessions and praised the benefits of a service experience in an urban context and explained how interactions within the programme gave them the insight into the teaching profession. The author argues that this project successfully bridged the gap between teacher education theory and practice.     

Competency, capability, complexity and computers: exploring a new model for conceptualising end-user computer education

Notions of competency have dominated the computer education literature, and have underpinned Competency‐Based Training (CBT) in information technology at all levels of education and training. The emergence of counter‐narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non‐linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re‐examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end‐user computer education is presented that was derived from a three‐year action research initiative with pre‐service teachers.     

基于教师胜任力的学校管理创新

教师胜任力是对教师成功完成教学所必需的自身的因素的综合界定,它既包括知识、技能,还包括对于教师成功教学所必需的深层次要求的性格、品质、态度、动机和价值观等。教师胜任力的两个经典模型分别是胜任力冰山模型和胜任力洋葱模型。为了有效提升教师胜任力水平,适应社会的发展和需要,学校要根据教师胜任力模型的内容和特点,进行管理的改革和创新:激发教师发展动力、关注教师专业发展、促进教师的自我实现、进行教师评价改革。     

"行动导向"职业教育教学的沿革及内涵

行动导向的核心理念是注重关键能力培养，其发展沿革可概括为“关键能力——行动导向——学习领域”，三者一脉相承，行动导向承前启后。行动导向不仅仅是一种教育教学的方法论，更代表一种教育教学的理念贯穿于教学全过程，通过教学各要素的重新组合，引导学生在专业对应的职业情境中、在动手实践中自主学习。学习者通过行动来学习，学习的结果是获得一种新的行动方式。     

Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia

Contemporary architecture teaching in Colombia still resembles the traditional master–apprentice model, which is also common in many parts of the world. The model of regular curricular focus on classroom‐based modules where theory and practice are predominantly disengaged, leaving the students to make their connections. Students that learnt with these models face greater difficulties to apply knowledge, compared with students taught with active learning formats. It is argued that participatory design processes could be catalytic for change in this area, by empowering participants in the co‐creation of their socio‐spatial context. This article aims to contribute by suggesting a methodology for a Participatory Design Experience (PDE), which could be applied to transform a conventional teaching module into a student‐centred learning environment. The methodology was tested and refined through a case study, demonstrating its effectiveness in architectural education. The article describes it in detail in order to be replicated by educators in comparable scenarios.     

《模拟电子技术》一体化教学模式探索

随着电子技术的不断发展,现有的《模拟电子技术》课程教学已经不能与之相适应,本文提出了一种更能适应现代《模拟电子技术》教学的新模式:"工学结合、项目驱动"的一体化教学模式,将理论与实践融为一体.本文从教学内容、教学模式、教学评价等方面进行了详细地阐述.实践证明这种教学模式很好地解决了传统教学中教与学的矛盾,充分体现学生的主观能动性,是适合现代职业教育的有效教学模式.     

改革教学模式服务文化引领的旅游专业人才培养——旅游管理专业“三点循环、三线融合”教学模式改革探索

"三点循环、三线融合"教学模式通过多元、多能型的教师资源,在灵活多变的环境中培养学生文化传承、职业素质和职业能力,是行动导向教学在本土的具体实践和创新。在满足其实施的多项保障条件下,教学效果显著。     

论情感教学模式

长期以来,在我国教学理论和实践中存在着严重的重知轻情的教学失衡现象。以情感教学心理学理论为依托的、在理论演绎和实践归纳基础上产生的情感教学模式进入我们的研究视野。它通过对教学中情感因素的充分重视和有效调动,最大限度地发挥情感因素的积极作用,优化教学,促进学生素质的和谐发展,是其他认知性教学模式的补充和完善,也是扭转重知轻情教学失衡状况的一个有力举措。     

Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.     

Writing Apprehension,Computer Anxiety and Telecomputing: a pilot study

ABSTRACT

The current state of the teaching of information technology competency within postgraduate teacher training is summarised from existing literature and weaknesses are identified. Development work in the Loughborough University Primary Postgraduate Certificate of Education course over three successive years is examined and discussed, focusing on the apparent gap between student achievement in the institution and application in classrooms while on school placements. It is argued from qualitative and quantitative evidence that a major factor is the failure of some school placement teachers to provide encouragement to their teaching practice students, and that this is a feature not of schools but of individuals. The conclusion attempts to analyse further that gap and suggests some ways forward.     

提高自动化专业学生工程素质——以倒立摆实验为例

针对当前自动化专业理论教学与实践教学脱节、实践教学形式化、模式固化的情况,以倒立摆控制实验教学为例,讨论如何加强学生理论与实践结合的能力,提高学生的动手能力和工程素养,探索培养自动化卓越工程师的实现途径。     

能力本位教育与加强实践教学和实训基地建设

我国职业教育目标由知识本位转向能力本位教育,这就要求实践教学成为高职院校的主体教学之一,对大多数高职院校而言,从理论教学为主体教学转变到实践教学为主体教学,将成为一段时间内教学改革的中心任务,实训基地建设应当作为改革的突破口加强建设。     

基于新课程的高师教学改革与实践

伴随基础教育新课程改革的不断深入,高师院校的教育教学方法也正在向知识与能力、应用与创新、理论与实践、大学与中学相融合的新模式迈进·AER教学法立足于高师教学的改革实际,把专业的学习同高师生的应用能力、创新能力、专业技能相结合,使其从实践的价值取向上认识理论的内涵和外延。     

Pedagogic practices in the family socializing context and children's school achievement

This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific realizations in both the instructional and regulative contexts. It provided indicators of the family discursive context and the form in which knowledges and values are transmitted. The model developed allowed a deep and delicate analysis of the family socializing context. The study showed that families differ in their coding orientation and pedagogic practices, and suggested that there are factors other than social groups to determine family's pedagogic practice. It also suggested that specific familial practices may explain children's differential achievement at school.     

The Scholarship of Teaching in Teams: What does it look like in practice?

The extent to which teaching in universities should reflect scholarly values has received increased attention over the past few years. There has, however, been little attention paid to what the scholarship of teaching might look like in practice and no attention to what the scholarship of teaching would look like from the perspective of a teaching-team. This paper reports on a study of five groups of university teachers working in teaching-teams. It considers how their practice as a team matches what is claimed to be scholarly and collaborative in the existing literature on scholarship and teaching and learning, on the one hand, and on collaboration and teamwork, on the other. A model of scholarship of teaching is further developed to include the scholarship of teaching in a team. The ways in which the teaching-teams in the study fit this model are explored and implications for improved practice are considered.     

Direct instruction revisited: A key model for instructional technology

Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968, 1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and should use the model effectively based on appropriate assessment of the learners, content, context, and task at hand. To accomplish our goal, we begin with a general discussion of the basic DI framework, followed by a summary of the major DI models that have been used in live instructional contexts. We then shift to a review of how DI has been used in technology-based learning environments. Finally, we conclude with a look into the future of DI.