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《Teaching and Teacher Education》2003,19(1):5-28
Despite the many expectations that US and other teacher educators around the world are striving to meet, there has been little attention to development of a curriculum for educating teacher educators, or to local and larger policies that might support the development of what teacher educators need to know and do in order to meet the complex demands of preparing teachers for the 21st century. In this article, Cochran-Smith analyzes four teacher educator communities in different contexts and entry points across the career lifespan. She makes the case that the education of teacher educators is substantially enriched when inquiry is a stance on the overall enterprise of teaching, schooling, and teacher education. 相似文献
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Conclusion Assessing teacher effectiveness is a complex issue with social and historical dimensions. Assessment of teacher effectiveness
was an alien concept in ancient and medieval India. The teacher's moral authority, scholarship, wisdom and role in shaping
the lives of the youth and the society was unquestionable. The place of the teacher ('the Guru’) was always considered much
higher than that of the parents.
Original language: English
J. S. Rajput (India) Has contributed in the areas of science education, elementary education and teacher education. Has guided research in the
field of concept formation in science, education of minorities and tribal groups, and non-formal education. In addition to
numerous research papers and articles, recent publications includeExperiences and expectations in elementary education andUniversalisation of elementary education—role of the teacher education. Appointed first Chairperson of National Council for Teacher Education.
K. Walia (India) Doctorate in teacher education from the Central University of Jamia Millia Islamia (1992). Interest in elementary-stage teacher
education and in the development of a competency-based teacher-education curriculum at elementary stage. Has conducted a major
study on the profiles of teacher educators in India. Is co-ordinating the development of a curriculum framework for teacher
education in India, a task undertaken by the National Council for Teacher Education where she is presently working as a research
officer.
The authors gratefully acknowledge the help rendered by Prof. O.S. Dewal in the preparation of this paper. Several ideas and
suggestions offered by R.H. Dave, S.C. Behar and R. Govinda are also acknowledged. John A. Smyth of UNESCO provided the opportunity
and motivation for developing this paper. 相似文献
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Often, the traditional forms of performance assessment are incongruent with the emerging view of schools as learning organizations. In this pilot study, the authors explored the use of action research as an alternative means of teacher performance appraisal. The findings suggest that action research holds great promise in incorporating teacher learning, continual growth and teacher ownership into the appraisal process. However, this process also necessitated a conceptual shift to connect teacher performance appraisal practices with professional learning. 相似文献
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Sonia Nieto 《Journal of Educational Change》2007,8(4):299-309
In this article, I address how teachers in urban and suburban U.S. schools with multicultural and multilingual student populations demonstrate leadership both within their classrooms and schools as well as outside of them. Based on research with U.S. public school teachers in two projects (Nieto What keeps teachers going? New York: Teachers College Press 2003, Why we teach. New York: Teachers College Press 2005), various roles that teachers have in initiating, putting into practice, and sustaining change in schools are described. Implications for policymakers and administrators are then briefly explored. 相似文献
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Teacher effectiveness research has tended to neglect the analysis of values in two senses: the general values associated with the processes of education, and the more specific values underlying effective teaching. The possibilities for re‐conceptualising teacher effectiveness, by incorporating a values dimension, are illustrated through two examples: effectiveness in developing independent learning and effectiveness in achieving a classroom climate characterised by inclusiveness. The potential contribution to teacher effectiveness outside, as well as inside, the classroom is explored through a discussion of the strengths and problems inhering in the English government's adoption of the Hay McBer model of teacher effectiveness for the assessment of teacher performance. The contribution of teacher self‐evaluation to the process of the identification of values underlying effectiveness is discussed. 相似文献
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Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the Program for Excellence in Teaching at a teachers’ college in Jerusalem, Israel, revealing another conflict. In determining their professional identity, beginning teachers face a dilemma between two sub-identities: the teacher as a subject matter and didactic expert and the teacher as a homeroom educator. We characterize these two sub-identities and analyze their implications for teacher training programs. 相似文献
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Differential Teacher Effectiveness: Towards a model for research and teacher appraisal 总被引:2,自引:1,他引:1
The article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated. Five problems with current concepts of teacher effectiveness are identified: undue influence of available techniques upon the concept; emphasis on school, to the detriment of teacher, effectiveness; tenuous relationship to teacher improvement; narrowness of operational definitions in research; and the development of generic, rather than differentiated, models. In addition the failure of existing models to explain variance in pupil outcome at the classroom level, the neglect of teacher self-evaluation, and the restricted measures of pupil outcomes are noted. A differential model is proposed incorporating five dimensions of difference. These refer to teacher activity, outside as well as inside the classroom; curriculum subject; pupil background factors; pupil personal characteristics; cultural and organisational contexts of teaching. The developmental functions of such a model for research and for teacher appraisal are explored. Four problems for implementing a differentiated model are raised: complexity, stakeholder expectations, values, and policy acceptability. These are considered in the light of the controversial Hay McBer model in England and of models developed in Europe and the USA in the early decades of the last century. 相似文献
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A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development 总被引:1,自引:0,他引:1
Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the
past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being
viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional
development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how
teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional
development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional
development. The system creates pressure and extrinsic incentives that ‘push and pull’ teachers to improve, and supports their
growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive
impacts that teacher appraisal has on professional development. 相似文献
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For decades a substantial body of research on teacher reflection and action has been conducted. This research contains a wealth of information on teachers’ thinking about their daily work in classrooms. But what do these studies tell us about the linkage between thought and action in actual teaching? How do they contribute to our understanding, or do they, in the very selection of their methods, ‘tell only half the story’? To address these concerns, we have engaged in a critical appraisal to learn about the scope and limitations of research contributions and identify criteria that may shed light on exactly what aspects of teacher learning and development are being studied.This appraisal uses an analytic framework to position the various studies that have been conducted. From our analysis, which focuses on the validity criterion of closeness between type of research question and data collection methods, we conclude that the research would profit from a set of more detailed criteria to address some of the limitations inherent in approaches to studying teacher reflection and action. 相似文献
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Dr Beverley F. Bell Dr Valda M. Kirkwood Mr John D. Pearson 《Research in Science Education》1990,20(1):31-40
The Centre for Science and Mathematics Education Research at the University of Waikato is now undertaking the fourth Learning
in Science Project, LISP(Teacher Development). The project builds on the findings of the previous three projects on the nature
of learning and how to improve learning of science in classrooms. This two-year project is investigating the process of teacher
development (as change in behaviour and beliefs) in the context of two kinds of teacher courses that acknowledge and take
into account teachers’ existing ideas. This paper summarises the planning done for the first phase of the project as detailed
in Bell, Kirkwood and Pearson (1990).
Specializations: learning theories, curriculum development, equity issues.
Specializations: science education, teacher professional development. 相似文献
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Martin A. Simon 《Educational Studies in Mathematics》1994,26(1):71-94
The reconceptualization of mathematics teacher education based on current mathematics education reform efforts necessitates the elaboration of theoretical frameworks to guide both the practice of and research on teacher education. The author presents a framework which has been useful in shaping two major mathematics teacher education research and development projects. This framework for mathematics teacher learning builds recursively on a framework for mathematics learning which derives from a social constructivist view of learning and incorporates aspects of French didactical theory using the organizing structure of the Karplus Learning Cycle. The framework can be used to think about the content and organization of a particular lesson or of an entire course or program for teachers. Further, it describes the interconnection between different domains of teacher knowledge. 相似文献
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Teachers make a difference in student academic growth. Students from low-income, minority communities attend schools with
less resources and less qualified teachers than students in wealthier communities. The Race to the Top (RTTT) policy by the
U.S. Department of Education has attempted to address the achievement gap based on SES and the disparity in the quality of
teachers between communities. The policy stipulates that teacher effectiveness be determined, in significant part, by student
growth measures and supplemented with multiple observation-based assessments. The emphasis placed on student outcomes to indicate
teacher effects has served to link teacher evaluations with teacher effectiveness. This review article examines the reported
benefits and critical responses to the use of a prominent student growth measure, the Education Value-Added Assessment System
(EVAAS), in terms of its implementation as an evaluation tool of teacher effectiveness in low-income, minority schools. Models
of observational teacher evaluations, taking into consideration common attributes of effective teachers in low-income schools,
are presented as supplemental measures to provide more in-depth information to interpret value-added analyses and to minimize
possible misinterpretation of student growth data or the misclassification of teachers’ effectiveness for teachers in low-income
schools. Information obtained from a combination of evaluation measures can be used to identify both effective and ineffective
teachers, to target areas in need of improvement to increase teacher effectiveness, and to make decisions concerning the equitable
distribution of effective teachers, especially for students who are most in need. 相似文献