Intentional Online Discussions in Teacher Education

The goal of a creating civil discourse in teacher education deeply intersects with the ways that students interact in online discussions. However, as discussion shifts to online formats, digital misinformation is becoming widespread and threatens critical and civil communication as cognitive biases emerge in dialogue. The purpose of this case study research was to explore the participants' perceptions of growth and pitfalls while using the six essential elements of an online discussion typology developed as a pedagogical intervention to increase critical thinking and civility in discourse. The findings suggested that participants' responses in online discussions implied some cognitive biases and those participants engaged most often in discussions that were safe, comfortable, and familiar. Nevertheless, in their metacognitive reflections on the typology, participants demonstrated awareness of how these tendencies toward cognitive comfort shortchanged discussions and potential opportunities to develop new perspectives.     

An Analysis of Peer Review Response Types in Threaded Discussions of an Online Graduate Class

Abstract

The effectiveness of a peer review process for online graduate students is predicated on a balance between social- and task-directed communications. The defining criteria of learning communities are presented to illustrate the operational meaning of social and the criteria for Critical Thinking used to illustrate the operational meaning of task response types. The social responses were further categorized as an opinion/evaluative or anecdotal/reflective comment and task responses subcategorized as either a content or style comment. The hypothesis that a significant difference would be found between the social and task responses was accepted as was the second hypothesis that there would be a significant difference between the content and style responses.     

同伴关系对大学生考试作弊决策的影响：性别差异的调节作用

目标:考察同伴关系及性别差异对大学生考试作弊行为的影响,意在了解影响大学生考试作弊的行为机制。方法:设置两种考试情境(高他人作弊情境与低他人作弊情境)对520名大学生进行施测,收回有效问卷514份。结果:同伴关系的主效应显著F(1,501)=476.25,p<0.001;性别主效应显著F(1,501)=33.154,p<0.001;同伴关系与性别的交互作用显著F(1,501)=35.48,p<0.001。进一步简单效应分析结果表明:高他人作弊情境下,男生作弊意向显著高于女生F(1,501)=38.65,p<0.001;而低他人作弊情境下,男生与女生的作弊意向差异不显著F(1,501)=3.76,p=.053。结论:性别与同伴关系共同影响大学生考试作弊行为,男生风险寻求的特点使得他们在面临"损失"时比女生表现出更多的作弊倾向。     

促进教师同伴互助的在线实践社区环境设计框架

同伴互助是促进教师专业发展的有效方法,在线实践社区是支撑时空分离的教师同伴互助的重要环境,因此,优质的在线实践社区环境是促进教师同伴瓦助的关键.本文在相关文献综述和教师同伴互助实践的基础上,提出一个能够有效促进教师同伴互助的在线实践社区环境的设计框架.文章分三个部分:第一部分说明同伴互助的内涵;第二部分提出有效促进教师同伴互助的在线实践社区环境设计框架;第三部分详细描述了设计框架的各个组成要素.文章认为,有效促进教师同伴互助的在线实践社区环境必须围绕活动、交互、工具、机制、行为和关系六大基本要素来进行.笔者提出,该设计框架为教师同伴互助提供了一种思考和实践范式,据此设计和开发的在线实践社区能够有败地促进教师的同伴互助.     

Revisiting Reflection: Utilizing Third Spaces in Teacher Education

Much has been written about the importance of reflective practice. What is missing is reflective work on the part of teacher educators to address the mismatch between university-based methods courses and the realities of classroom life. With examples from a third grade mathematics classroom as well as a university-based mathematics methods course, this article explores ways educators can employ third space theory as a way to engage in purposeful reflection into their teaching practices.     

“进步”抑或“倒退”:对日本教师塾模式的现实拷问

2004年日本东京都教育委员会开设第一所“教师养成塾”之后,日本各地教育委员会纷纷尝试这种集“培养—录用”为一体的教师教育新模式.这一模式虽弥补了教师培养“大学化”原则下“重知识轻实践”的短板,却引发了日本教育界关于教师教育变革“进步”与“倒退”的激烈争论.     

大学英语教师在同级反馈模式中的角色分析

随着过程写作法在大学英语写作课堂的应用,同级反馈已成为近年来讨论的热点。本文主要探讨了在同级反馈的模式下教师所要扮演的对话交流者、组织者、引导者、评价者和研究者的角色。     

Peer Assessment Training in Teacher Education: Effects on performance and perceptions

The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course.     

教师专业发展：在线学习共同体的作用

本描述了信息通信技术在教师专业发展中可以起到的作用。信息通信技术为在场的教师专业发展超越时间和空间的限制提供了两个支点：一是提供资源的任意连接；二是扩展了教师学习共同体的广度和范图。最后，本描述了信息通信技术作为教师专业发展的途径可能存在的问题，提出了可能的解决方案。     

论教师专业发展之同行互助听课

同伴互助听课是建立在听课基础上的又不等同于传统听课的活动,它是以教师专业发展为目的的听课。对教师专业发展具有重要的促进作用。在教师专业发展视野下的同伴互助听课的实施应从听课的计划与准备、课堂听课、信息反馈及重构教学理念四个基本环节出发,实现教师之间的合作与经验的共享,加强反思来创新教育理念,精练教学技能,促进专业成长,提高教学水平。     

Beyond Evolution: Addressing Broad Interactions Between Science and Religion in Science Teacher Education

Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science–religion interactions so that they may better assist pre- and in-service science teachers with addressing topics such as the age and origins of the universe and biological evolution in an appropriate manner. We first introduce some foundational scholarship into the historical interactions between science and religion as well as current efforts to maintain healthy dialogue between perspectives that are frequently characterized as innately in conflict with or mutually exclusive of one another. Given that biological evolution is the dominant science–religion issue of our day, in particular in the USA, we next summarize the origins and strategies of anti-evolution movements via the rise and persistence of Christian Fundamentalism. We then summarize survey and qualitative sociological research indicating disparities between academic scientists and the general public with regard to religious beliefs to help us further understand our students’ worldviews and the challenges they often face in campus-to-classroom transitions. We conclude the essay by providing resources and practical suggestions, including legal considerations, to assist science teacher educators with their curriculum and outreach.     

同侪辅助学习模式及网络互助学习群体构建实践

本文在介绍同侪互助的概念及应用现状的基础上提出同侪辅助学习的思想,论述其对于构建网络互助学习群体的启示,并基于校园网络构建了一个利用网络互助群体促进课程学习的教学案例。     

Addressing the Nature of Science in Preservice Science Teacher Preparation Programs: Science Educator Perceptions

The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K–12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers’ understanding of the nature of science were science methods courses, research projects, and science content courses. Implications of findings are discussed, including connections to current research concerning teacher preparation for effective NOS classroom teaching and student learning.The Nature of Science course on the authors’ campus was initiated in the early 1990s, has evolved, and remains in the required core curriculum for preservice chemistry, earth science, and physics teacher candidates. It is the capstone for NOS insights. It adds to and refines impressions garnered implicitly from science content courses, the methods course, and, for some, an undergraduate research experience.     

"反思实践"思想及其在教师教育中的争议--来自舍恩、舒尔曼和范斯特马切尔的争论

本文在陈述舍恩的以"反思实践"为根基的教师教育思想的基础上,展示了西方教师教育领域围绕这一概念所展开的争议,指出这种争论有利于深化教师教育的学理探讨,有助于教师教育实践的健康发展.     

英语专业写作中同伴反馈与教师反馈的作用研究

通过问卷调查、访谈及考察学生作文,我们对英语专业写作中同伴反馈和教师反馈的作用作了实证研究。结果表明:同学们充分信任教师反馈,同时也肯定同伴反馈的作用,同伴反馈+教师书面反馈是他们最想要的模式;学生认为教师反馈在各个层面都有较好的参考价值,希望得到教师面向语篇的反馈和有利于修改的建议;学生是否能自觉进行同伴反馈、积极修改、乐意与老师探讨,取决于教师的教学风格和教师与学生已有的默契,以及学生的语言水平。     

大学英语作文教师反馈和同伴反馈方式对比研究

本研究通过对实验对象相关数据的对比分析,研究大学英语写作中,教师反馈和同伴反馈对提高学员写作水平的作用.研究结果显示：（1）教师反馈对学员作文篇章结构的合理性和文章内容的充实性方面有明显的提高;（2）同伴反馈能够增强学员的读者意识和参与意识,提高学员的语言表达能力和写作兴趣.     

Teaching Black Immigrant Students in Urban Schools: Teacher and Peer Relationships and Academic Performances

The Urban Review - This study examines teachers’ cultural awareness of Black immigrants and the pedagogical strategies they implemented that aided in the academic success of Black immigrant...