Education for Changing Sex Roles for the Year 2000

In this article, the authors describe a case in which school district officials used state regulations for new teacher mentoring programs as justification to cut funding and incrementally dismantle a model program.     

Teacher knowledge: a complex tapestry

Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three ways of knowing: “knowing how,” “knowing why,” and “knowing what” and then applies these three knowledge discourses across six domains of teacher knowledge. The framework was developed from a study of 14 teachers in their first year of teaching, and in this article the framework is applied to their experiences to illustrate specific gaps in their teacher knowledge. It is proposed that this conceptualisation of teacher knowledge allows those involved in teacher education and induction to more clearly identify professional learning needs and develop their programmes with specificity.     

When teachers face teachers: listening to the resource “right down the hall”

This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership.

Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms.     

数据驱动赋能新时代教师领导力的思考

数据驱动成为新时代教育改革发展的新动能,具有基础性、开放性、全面性和智能化的时代特点。数据驱动为新时代教师领导力赋能,教师领导力迈入数据驱动新时代,教师领导力的表现将更加丰富,利用数据开展教学决策、因材施教、课堂评估等将更加科学。数据驱动赋能教师领导力之困在于教师的数据素养不高,解困之策在于强化政策引导、课程研发、实践创新和问题导向。     

Resolving the amalgam: connecting pedagogical content knowledge,content knowledge and pedagogical knowledge

ABSTRACT

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.     

‘Teacher leadership’: values and voice

This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership.     

Teacher pedagogical content knowledge,practice, and student achievement†

ABSTRACT

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.     

数学教师专业发展的新视角——数学教学内容知识(MPCK)

数学教学内容知识(MPCK)是关于某一特定的数学内容该如何进行表述、呈现和解释,以使学生更容易接受和理解的知识.它作为数学教师知识结构的核心,是区别数学教师与数学家、数学教师与其它学科教师的重要特征,是数学教师专业成长的重要体现.依据我国数学教师的特点,通过数学知识向数学教学内容知识的转化不失为一条发展教师MPCK的直接而有效的途径.     

建构良好师幼互动的策略

幼儿园师幼互动的质量直接影响着幼儿发展的水平。针对目前幼儿园是师幼关系中存在的主要问题，如教师较少尊重幼儿的主体地位、较少顾及幼儿的情感表达，对儿高控制高的束等，作者根据所在幼儿园的实践探索，总结了建构良好师幼互动关系时可以运用的策略体系，以期为提高我国幼儿园师幼互动的质量提供一点思路和建议。     

Adoption of information communication technology by teacher educators: one-on-one coaching

Abstract

Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency.     

How Good Are Our Schools

ABSTRACT

Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services.     

信息技术支持下的学科教学知识:缘起、演化、结构模型及其教育意蕴

信息技术支持下的学科教学知识(TPACK)是学科教学知识(PCK)在信息化时代的发展。技术知识(TK)、教法知识(PK)和内容知识(CK)是TPACK结构模型中的基础成分;学科教学知识(PCK)、技术支持下的内容知识(TCK)、技术支持下的教学知识(TPK)和技术支持下的学科教学知识(TPACK)是TPACK结构模型中的互动成份。TPACK框架在理论上、在教师教育、在教学实践上等诸方面为信息技术与学科课程整合提供了新思路,将有助于我们推动学科教学知识发展,将为学科教育的信息化提供有力的教学知识基础。     

＂We＇re Going to Figure That Out Together＂： Implications of Segregating Programs in Content Literacy Courses

Many secondary teacher preparation programs require that undergraduate candidates complete a literacy course, usually taught within a college of education, where 30 or more teacher candidates from various majors are enrolled in the same course. University instructors teaching literacy courses may have difficulty in developing course content and assignments which are relevant to all teacher education fields. This paper explains how one university implemented a literacy course for PETE （physical education teacher education） majors only, in order to focus on how literacy can be incorporated into high school physical education courses. Nineteen teacher candidates were invited to register for a section of literacy in the content area for PETE majors. Multiple means of data collection were employed to engage participants （pre- and post- surveys, electronic discussion board and interviews）. The purpose of the study is to find out if it is beneficial for teacher candidates to participate in a segregated content literacy methods classes compared to traditional （mixed majors） content literacy methods, and the impact of a non-traditional teacher education literacy class for PETE candidates. Recommendations for future research in regards to working with content literacy across various content areas are made.     

Science teacher orientations and PCK across science topics in grade 9 earth science

ABSTRACT

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher’s classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher’s practice, and orientation, can vary, dependent on the context and science topics taught.     

“互联网+”教育浪潮下开放大学教师信息化领导力何以可为

最初开放大学在远程教育领域有着较强的领导力与影响力,但是开放大学并没有及时借助这些新兴的技术与理念在"互联网+"教育浪潮中充分发挥其领导力。研究在分析相关文献基础之上总结出开放大学教师信息化领导力的特征,提出开放大学教师信息化领导力包括信任影响力、教学领导力、理念执行力和社会协作力四个维度,细化为14个评价指标。同时,提出从四个维度促进开放大学教师信息化领导力提升的方法和策略。     

中学数学教师的教师知识来源的调查研究

本研究通过问卷调查了不同来源对中学数学教师的教师知识发展的重要程度。研究结果显示:自身教学经验与反思、和同事的日常交流是最为重要的职后的教师知识来源,而入职后的学历教育是最不重要的教师知识来源。在职前的各种教师知识来源中,教育见习实习、微格教学是职前比较重要的教师知识来源,而数学专业课、教育类课程是最不重要和次重要的教师知识来源。根据这些结果,我们提出了在教师教育中促进教师知识发展的建议。     

从改善师幼互动到促进幼儿多向互动

《幼儿园教育指导纲要（试行）》（下称《纲要》）要求教师“关注幼儿在活动中的表现与反应。敏感地察觉他们的需要，及时以适当的方式应答，形成合作探究式的师幼互动”。要达到这个目标，必须经历从着力改善师幼互动到积极促进幼儿多向互动的过程。