Teacher stress: An expert appraisal

Two hundred twenty-six experts on teacher stress and burnout were surveyed to determine the relevance of 49 teacher stress items to their overall concepts of teacher stress. Relevance ratings for all items fell within the relevant-to-quite-relevant range, and all items were retained for inclusion in the Teacher Stress Inventory. The most relevant items dealt with feeling unable to cope and experiencing physical exhaustion; the least were related to student motivation problems. Overall, the experts were congruent to a significant degree in the way they rated the items. When the group was compared in terms of background variables, the younger respondents, those who present stress management workshops, and those who conduct qualitative or quantitative stress research perceived some of the stress factors as being more relevant to teacher stress than did the older respondents, those not publishing, and those conducting combinations of qualitative and quantitative stress research.     

教师专业素质自我评价的调查研究

新课程改革的顺利进行,关键是教师的专业素质。而教师对自身专业素质评价直接影响教师的专业成长。本研究从教师对自身专业素质的评价入手,提出提高教师的专业素质,促进教师专业成长对策,这对推动新课程改革具有重要的理论意义和实践价值。     

Teacher beliefs and teacher behaviour in portfolio assessment

This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed.     

基于AHP法和熵权法的独立学院教师绩效考核

文章针对独立学院教师绩效考核过程中存在指标体系不健全、考核成绩计算过程中各项目权重分配不科学等问题,提出将基于层次分析法的主观赋权法与基于熵的客观赋权法相结合的主客观赋权法,以此提高权重分配的科学性与准确性;最后,选取某独立学院的教师进行实证分析.     

Teacher assessment literacy: a review of international standards and measures

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.     

教师教育与教师专业化

积极推进教师专业化 ,使教师职业像医生、律师一样专业具有不可替代性 ,应该成为“十五”教师教育的热点与主旋律。这就要求教师的培训机构、教师管理保障制度、教师教育培训制度 ,都实现相应的重大变革。这是师范教育及教师培训机构必须面对的重要问题     

教师专业化与教师教育模式研究

一个国家的发展必须要有大量的高素质人才做支撑,人才的培养在教育,教育的关键在教师。教师专业化无疑是提高教师素质的最佳途径,教师专业化已成为当今世界教师教育发展的趋势。在论述教师专业化的基础上,着重研究了加快教师的专业化过程中的几种教师教育模式:“能力本位”模式与“标准本位”模式、良师辅导模式、校本培训模式、教师专业发展学校模式、“相似教育模式”。并对教师教育模式的选择提出了一些看法。     

教师借调与教师专业发展

本文介绍借调教师的概念,旨在为教师专业发展提供一种新取向,以强化当前教师专业发展的模式.本文以教师借调到香港一个大学-学校伙伴协作学校改进计划的经验为例,以实证研究方法探讨教师借调期间的经历对其个人专业发展及成长的影响,进而分析以此作为教师专业发展模式的意义.所提出的教师借调概念可弥补传统教师培训模式的一些局限.     

教学语言与英语教学语言

在英语教学活动中 ,教学语言与英语教学用语在概念上不仅不同于普遍的交际性语言 ,而且它们在结构与使用上又都有着自己的特点和规律。本文试对两者之间的关系加以探讨 ,并侧重探讨英语教学语言的特点及使用。     

教师文化与教师专业成长

教师文化的类型与教师的专业化程度存在着密切的内在联系。二者在教师职业发展历程中相互促进、相互制约共同发展着。其关系在动态上表现为适应中的共同发展,在静态上表现为制约中的相互促进。专业化的教师文化的形成需要在教师职业专业化的实践进程中,由全社会配合教师群体共同加以培育、生成。     

Formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style

This experimental study is aimed at examining the effect of involving pupils in primary education in setting assessment criteria and standards on their appraisal of a peer’s work and their peer feedback style. It is expected that our intervention will lead to (1) a criteria-referenced appraisal and (2) more final vocabulary, which is associated with a more authoritative style. In total, 95 sixth grade pupils from The Netherlands were randomly assigned to one of two conditions. In the experimental group, the pupils first received an exemplar, which was followed by a group discussion about appropriate assessment criteria and standards. In the control group, the pupils provided peer feedback without this discussion. Their peer appraisal was measured with a questionnaire and feedback style was determined by analysing the written feedback using a person-oriented approach (cluster analysis). Results showed that the chance that pupils in the experimental group had an authoritative style was three times higher than in the control group. Theoretical and practical implications of the study are discussed.     

校本教师培训与教师专业发展

校本教师培训作为教师专业化重要途径的必要性,可以从教师知识构成、教师专业发展阶段及当前我国中小学教师在职教育中存在的问题等方面进行分析;同时为使校本教师培训真正成为必要途径,必须要注意中小学与大学之间的伙伴关系、校本教师培训的制度化、校本培训效果的评价等问题.     

发展性教师与发展性教师评价

发展性教师是一个整合性概念。从教师发展的整体性看,发展性教师是离不开学校教育的总目标和一般规律的。因此,发展性教师是在社会和学校教育事业发展,从学生的实际出发,创造性地贯彻教育方针,形成其特有的教育理念为核心的,并内化为具有稳定的个性和     

教师团队建设：教师专业发展的有效路径

教育改革的关键因素是教师文化的变革,是教师价值理念、行为方式的综合变革。教师团队建设,是建设优质教师团队、促进学生发展和学校内涵发展的重要路径,这已成为教育界的共识且日益得到广泛的关注,教师团队建设在实践中也形成了多种模式。要加强教师学习共同体的建设,真正发挥教师发展学校的重要作用,打造一支学习型的教师团队,真正形成教师和学校共同发展的合作型教师文化。     

论教师授权与教师专业发展

教师授权是教师专业发展的内在需求,对教师专业发展有着极其重要的作用。但是,当前的学校管理体制在教师授权方面还存在许多问题,主要体现在教师和学校两个方面。因此有必要从教师、学校管理者和学校氛围三方面探讨教师授权的策略。     

Standards for the Award of Qualified Teacher Status: Reflections on assessment implications

The paper raises some concerns about the assessment procedures implicit in the new Standards for the award of Qualified Teacher Status (QTS) issued by the Teacher Training Agency (TTA) and, as a consequence, a question mark is raised over the process and purpose of their introduction to initial teacher education (ITE) in England and Wales. What appears to be a technocratic approach to the assessment of teacher trainees in reality straddles a hybrid position in terms of the assessment model on which it is based. Little regard has been given, in the public domain at least, either to the rationale behind the introduction of the Standards or to the process of implementation. Having taken the ITE world more by surprise than storm this paper reflects upon the Standards in the context of assessment. It builds on previous pleas for a relevant assessment paradigm for workplace assessment, that of the judgemental model (Hager & Butler, 1996; Martin, 1997).