影响班主任远程研修学习效率的因素分析

如何通过网络远程研修对班主任进行有效的培训以促进其专业化发展,值得探讨。班主任作为成人学习者,通过网络研修参加培训,相比参加传统的集中式短时培训效果要好得多。然而在实际研修过程中,班主任的学习效率并不高。     

基于教师专业学习视角构建“学研训用”研修模式

基于教师专业学习视角,从个人和团队两个培训实践维度,阐释了"以学习者为中心"践行"学研训用"研修模式的理论价值和实践意义,提出了"学研训用"研修模式的概念界定,从不同教师主体学习行为的视角解读了"学研训用"的内涵与价值、逻辑关系和运用策略,从研制培训课程体系、构建培训资源、提高培训效果等方面分享了在"中学数学文化欣赏"培训中践行"学研训用"研修模式的实践案例,深刻剖析了教师职后专业学习与发展的主要特征。     

新时代教师继续教育转型发展

在社会与科技信息融合发展的时代,终身学习成为当代教育主题。作为教育主导者的教师需要重新思索自身发展的意义。教师继续教育为教师职后专业发展护航,也是教育得以长足发展的保障。教师继续教育以培训研修为基础,通过不同的项目实践,促进教师了解新知识、掌握新技能,成为主动的终身学习者。传统教师继续教育面临一定困境。提高教师参与继续教育的主动性、进行符合时代的转型成为新时代教师继续教育高效发展的重要命题,教师在继续教育中切实践行终身学习理念,实现全生涯覆盖学习的模式,以此启发和促进所教学习者是当代教师的担当。     

高师院校教师教育实践教学模式改革探索

教师教育是指对教师的培养、培训、研修并促进教师专业化发展的整个教育过程,包括职前培养、入职培训和职后研修三大部分。通过对高师院校教师教育实践教学的理论基础以及实践教学模式变革中存在的问题进行分析,试图提出相应的建议以供教师教育机构在改进实践教学模式时得以借鉴参考。     

对互联网时代教师整合培训的若干问题探讨——基于网络支持下的校本研修质量提升

教师网络研修与校本研修整合培训存在教师网络研修不受欢迎、校本研修质量不高和两者貌合神离的问题。教育信息化与教师网络研修、教师网络研修与校本研修、校本研修与教师常态化学习所涉及的有关问题值得深入探讨,以明晰整合培训制度、机制、策略、方法的完善路径,提升网络支持下的校本研修质量:坚持实践立场,用在学先、学以致用,激发教师内在成长动力;进一步下移培训重心到中小学校,走向师本研修,促进教师自觉学习与自我更新;建立研训一体化的"自组织"校本教师学习共同体,实现教师专业发展和学习的常态化。     

教师工作坊网络研修的“重要他人”研究——人类发展生态学的视角

随着信息技术的迅猛发展以及"国培计划"等政府项目的实践推动,教师工作坊网络研修成为当前我国中小学教师远程培训的一种创新模式。该文从人类发展生态学角度出发,将"重要他人"概念引入教师工作坊网络研修,并对其角色来源进行了分析,认为坊主、学伴、管理者等是学员"重要他人"的主要可能来源,他们对学员积极参与培训、保持研修动力、增强归属感,以及扩大研修影响力等有重要作用;在此基础上分析了学员与"重要他人"的人际关系类型和特征,阐述了教师工作坊网络研修中的三类关系(观察的双向关系、联动的双向关系和重要的双向关系)及其转化;最后,鉴于"重要他人"对学员参与教师工作坊研修和推进教师专业发展的重要意义,对培训机构提出了一些相应建议。     

终身教育理念下的移动学习研究

移动学习作为一种新型的学习方式,是利用无线移动通信网络技术,以无线移动通信设备获取教育信息、学习资源和教育服务,来更好地满足终身学习的需求。介绍了移动学习研究的内容以及实现形式,尝试将移动学习技术与终身学习的理念相结合,从而找出更适合终身学习者学习的方式,以适应未来教育的发展方向。     

渝东南地区中小学教师培训的实践与研究

教师培训是优化师资队伍、促进教师专业化发展的重要手段.本文通过对渝东南地区中小学教师培训实践的研究,初步总结了中小学教师培训的基本做法:一是提高培训认识,树立教师专业化发展的培训观念;二是开发培训资源,建设"软""硬"兼备的培训条件;三是优化培训过程,构建"培训与研修"一体化的培训模式;四是孵化培训成果,推进职前教育与职后培训的改革.     

理念引领植根课堂专业成长——基于县级骨干教师培训的探索与实践

在县级骨干教师培训中,探索出“集中专题培训一自主读书研修一网上远程学习一课例研讨实训一考核总结交流”的系统化培训模式,加强了教师培训的实效性和针对性,符合教师继续教育以人为本、实践取向、终身学习的理念,体现了“按需施训,注重实效”原则,采取了“集中培训＋自主研修＋远程学习”相结合的混合学习模式,突出了学员岗位主体地位,加强了学思知行的有机结合。     

“国培计划”网络研修活动的组织与开展

网络研修作为一种新型学习方式引入教师教育培训中,对教师教育培训起到至关重要的作用。文章在对网络研修新模式认识与理解的同时,重新梳理网络研修的概念界定、网络研修重要性、网络研修内容、形式、过程与取得的成效。审思"国培计划"新疆农村双语幼儿园骨干教师培训班进行网络研修活动过程中出现的一系列问题,如受训教师对网络研修认识不清、学员参与热情不高、学科专家盲目介入等,进而提出具体的解决策略,即创新培训模式,网络研修贯穿始终;主客观重视,让学员认识网络研修;传统与革新,力助学员完成研修方式的转变;鼓励与奖赏,引领优秀个体带动全员参与;定期监测数据,及时反馈调整研修方案等,从而促进教师专业成长。     

教师在线专业学习共同体的内涵、价值及其构建

构建教师在线专业学习共同体对于完善未来国家在线教师教育体系有着重要意义.在线专业学习共同体借助互联网技术营造的网络学习空间,通过共同学习、资源分享、沟通对话,有力地支持教师学习者获得拓展个人专业学习边界的机会.构建教师在线专业学习共同体将赋能教师合作学习,丰富教师跨界学习路径,提升教师群体归属感,激发教师自我变革动力.应紧密结合网络虚拟空间的特征、教师专业学习的需求以及共同体的核心内涵,从技术性要素、认知性要素和社会性要素三方面着手构建高效的教师在线专业学习共同体.     

关于在校园网中建立学习型SNS社区的思考

随着网络、社交网络的日益成熟发展,学校教育与网络相结合、师生学习社交关系圈形成的新型教育模式,将是成人学习的新型模式。在校园网中建立学习型SNS社区,可为教师与教师、教师与学生、学生与学生之间的交流提供更好的平台,可以为学生营造出自主、协作的学习氛围,更好地完成学习任务,为教师打造专业平台,快捷知识和观点分享。如何利用学生的网络活跃性和群居性为教学服务,是目前学校网络建设与发展的热点、创新点。在校园网中建立学习型的SNS社区网站就是一个新的探索。     

How and what do academics learn through their personal networks

This paper investigates the role of personal networks in academics’ learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics’ professional development; and, third, whether and how network participation affects professional learning and extant teaching practice. Findings suggest that personal networks equip academics with a diverse pool of knowledge and skills about teaching, offering both professional and emotional support. What academics learn through personal networks subsequently becomes embedded in their teaching practice. In this sample, change in teaching practice is focused on application of new learning technologies and new teaching and assessment strategies.     

教师行动学习的内涵、特征及其意义——以英语学科教师为例

终身化学习时代的到来要求教师在整个职业生涯中持续不断地学习,教师学习对于教师自身的专业发展和教育教学改革的推进具有重要作用。目前的教师在职培训模式滞后于教师学习的需求,且不符合教师的工作和认知特点。本文以英语学科教师为例,探讨了教师行动学习的内涵、特征及其意义,以期为教师培训与专业发展提供相关启示。     

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom.     

Teacher-centered professionalism: a feminist perspective on supported access to digital knowledge

This qualitative study creates a case for teacher learning through increased access to digital knowledge and information made available through the Internet. I ask how reading environments, supported through online access to scholarly texts, might create intellectual engagement and transformative possibilities for teachers within their professional learning communities. This study is based on the experiences of six female teachers’ participation in a research project in a large urban center in Western Canada. Through individual and group interview data, I present three examples of how the teachers engaged in a discourse of social justice. This paper demonstrates the value of providing teachers with digital access to public knowledge through the Internet as a new and distinctive approach to teacher learning that can deepen understanding of the profession within a collective association of learning.     

基于微信的学习支持服务在教师网络培训中的应用

现有的教师网络培训模式由于缺乏合适的学习支持服务工具而不能很好满足当前教师的培训需求,培训效果不够理想。微信是基于手机移动终端的、拥有人性化操作界面的APP,具备提供学习支持所需的各项服务。根据微信现有功能和特点,利用微信基本功能和公众平台功能为教师培训提供学习支持服务,可以提高教师网络培训的效果。     

‘Trying,failing, succeeding,and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties

This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers’ views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers’ perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers’ careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning.     

Developing teachers’ capacities in assessment through career-long professional learning

Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.     

教师专业学习的理念价值与校本策略

原有的教师专业发展理念遵循一种"缺陷"模式,将教师视为"有缺陷的"、需要"被"发展的对象,这已不能完全覆盖教师成长的内涵。因此,教师专业学习作为教师专业发展的替代性概念应运而生。教师专业学习的理念认为:教师具有主动学习的意愿。教师不应只是单纯地接受知识,而是要在教育教学中不断建构知识。教师在学习过程中是"完整人"而不单纯是"职业人"。教师专业学习作为提升教师专业素质的重要路径,可以通过校本学习的方式来实现。学校作为教师教育实践的主要场所,应该为教师的专业学习提供环境支持,如建立规范化、制度化的校本学习机制,为教师专业学习提供多种合作平台,指导和引领教师的反思性实践等。