教师专业化发展中个人知识管理模式的构建

当前关于教师专业化发展途径的研究中,研究者多趋向于集体培训、理论研习和教师教育课程建设等外在因素.这无疑是很重要的.但在全新的教育教学理念与实践背景下,关于如何促进教师自主专业发展的相关机制与方法仍然缺乏研究.针对上述现象,本论文从教师专业化发展现状及其存在的问题入手,首先论述了教师在全新的教育背景下所应具备的个人知识结构及其实践特性,然后基于个人知识管理理论与实践建立了一种教师个人知识管理模式,并就其内涵与应用进行了阐述.     

体育教师专业化发展的探讨

文章论述了美国教师专业化的内涵、体育教师专业化的内涵、体育教师专业化面临的挑战。强调自主学习和研究新课程理论,开展以校为本的教师学习,构建多层次、网络化的继续教育体系等措施。     

体育教师专业化发展探析

本文阐述了教师“专业化”的理念及其专业内涵,分析了新形式下体育教师专业化发展过程中的几个问题及具体要求。     

论高校体育教师专业化发展

高校体育教师的专业化发展意识不够,其主要原因在于高校教学体制下对体育教师的外部引导和内部挖潜培养措施不到位.鉴于此,可以“阳光体育”为契机,确立体育学科的重要地位,通过构建具有体育特色的专业化发展空间、健全人才培养机制引导体育教师的专业化发展.     

新课程视野下体育教师的专业化发展

新课程的实施对体育教师的专业化发展提出了新的要求。教师只有真正理解新课程,才能保证新课程的实施。通过解读体育新课程与教师专业化发展的关系,从教育现念、专业能力和科研能力三方面提出专业化发展的内容,并分析存在的原因,提出对策建议。     

体育教师专业化的发展

教师专业化是世界教师教育发展的趋势和潮流,也是我国教师教育改革的需要和发展方向.借此新中国成立60年之际,通过文献资料法、逻辑分析法等方法回顾我国学校体育走过的历程,指出我国体育教师教育专业化存在的问题,探讨体育教师专业化未来的发展方向.     

高校体育教师专业化发展路径构想

在新时代,国家高度重视高校体育教师专业化培养,只有增强教师的体育教学质量,才能促进高校体育教育事业的现代化与科学化发展.新课改背景下体育教学改革发展,需要体育教师及时转变角色,教师不再是知识的传授者,还应当是学生精神与成长的导师,因此,教师要明确自身的教学定位,强化自身的专业化发展,推进高校体育教育深度发展.对此,将重点分析高校体育教师专业化发展的现状,对提高体育教师的专业化发展路径进行探索与总结,希望能够为促进高校体育教师的专业化队伍建设起到一定借鉴意义.     

浅谈年轻体育教师专业化发展途径

专业化发展就是指作为专业技术人员教师在职业精神、职业道德、职业技能、职业水平上通过各种方式得以提升．具有更高的专业能力以适应教育教学的新形式。作为年轻体育教师应该趁基础教育新课程改革之时,牢固树立专业意识、专业发展的意识．不断地学习新的教育教学理论,不断地反思改进自己的教学实践,做课程改革的积极参与者、建设者。     

高中体育教师专业化发展的对策探究

在教育发展飞快的今天,大家十分关注教师的专业化发展,因为教师的专业化发展水平如何关系到学生的成绩如何。高中体育教师主要承担提高学生身体素质的责任,高中体育教师应该如何往专业化方向发展呢?本文结合体育知识和理论,深入探讨高中体育教师专业化发展的有效对策,以期推进高中体育教育的健康发展。     

论指向专业发展的教师个人知识管理

教师个人知识管理是指教师个体获取、整合、共享、应用和创新知识的过程,它贯穿于教师的教育教学活动过程中。教师个人知识是教师专业素养的核心和灵魂,管理教师个人知识的最终诉求在于促进教师专业化发展,因此,有必要在诠释教师专业化发展与教师个人知识管理关系的基础上．厘定教师个人知识管理的内在因素并探究其在教师个人知识管理中的作用。其中,知识获取是基础,知识整合是优化,知识共享是关键,知识应用是核心,知识创新是目标。     

突破职业认同困境 谋求农村学校体育教师专业发展

教师整体素质主要取决于教师专业化水平。关注农村学校体育教师生存现状,探索个体自我发展的内驱式教师专业自我发展路径,增强农村学校体育教师专业自我发展意识,督促在岗体育教师制定专业发展自我规划,优化专业知识结构,开展教师行动研究,是农村在岗体育教师专业发展的有效策略。     

Mentor teacher professional identity development in a year-long teacher residency

In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed.     

Between continuity and change: identities and narratives within teacher professional development

This year-long ethnographic case study examined high school teachers’ participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to acknowledge, expand on, and counter others’ identity claims. Moreover, technology integration may challenge teachers’ established identities or threaten their authority in the classroom. This analysis suggests that teacher educators need to value teachers’ established and emergent identities as well as create space for dialogic narratives in order to facilitate technology integration in schools.     

The lost promise of teacher professional development in England

This paper explores three influences on the effectiveness of teacher professional development for improving schools – the individual teacher, the learning activities in which teachers participate and the structures and supports provided by schools for teacher learning. It does so by relying on survey data collected for a national study of teacher professional development in England. The analysis indicates that while the professional development of teachers in England is generally ineffectual and lacks school level systems and supports, the professional development and supports for professional learning by teachers in high performing schools display many of the characteristics associated with effective professional learning. Given the results showing a link between school factors and professional learning and the lack of influence of individual teacher factors, the paper concludes that the previously reported importance of school capacity in influencing learning and improvement is supported by the findings.     

Critical reflection through personal pronoun analysis (critical analysis) to identify and individualise teacher professional development

A central part of teacher education is critical reflection. To engage with the new – embrace change – is inherently difficult. The solution is teacher control of change. Those who embrace change, or not, are identified in their language. Pronoun analysis situates a teacher and determines areas of discomfort for change. Particular personal pronouns are evident when one is connected to, or distanced from, an artefact. This provides an avenue to individualise and pinpoint professional development (PD) requirements. Compared to traditional PD, this is efficient as it targets areas of discomfort for professional learning. Ideally, a teacher experiments with the new, indicates confidence and presents expertise to enable transmission into teaching. In this article, I illustrate how pronoun analysis was applied through interview data where science teachers were engaged in a discourse of Information Communication Technology integration. From this prior research data, a case is presented for individualised language analysis to direct PD. When a teacher is the active agent who self-analyses his or her own discomfort, an ownership pathway for directed proactive learning is created that goes beyond critical reflection into the new domain of critical analysis.     

试论发展性教师评价理念对教师专业发展的意义

要配合素质教育的全面推进，就必须全面提高教师的教育质量。本文从教师专业发展着手，分析了教师专业发展的提出、对它的理解和教师专业结构的三大构成要素，指出教师自身才是他的专业发展的重要保证。但外部评价机制的促进作用也不容忽视，从而引进“发展性教师评价”概念，并从发展性教师评价对教师专业结构三大构成要素的促进分析阐述了“发展性教师评价”对教师专业发展的重大意义。     

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities.     

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia

This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia.     

当代地理教师专业发展的制约因素及发展途径

教师专业发展适应现代教育发展的需要,目前己成为世界教师教育发展的潮流。地理教师专业发展是教师专业化的一个重要组成部分,作为地理教育工作者,全面而正确地认识地理教师专业发展的制约因素,找到适合其发展的有效途径,无疑有着非常重要的意义。本文就针对当前制约其发展的因素,提出了一些解决的途径,借以抛砖引玉。