A Partnership Approach to Information Technology in Initial Teacher Training

ABSTRACT

This paper describes the changes to the IT element of the secondary Post Graduate Certificate of Education (PGCE) course at the University of East Anglia, in the light of the government initiatives requiring a shift to a partnership approach to initial teacher training. This shift means that only one third of the 36 week course is now delivered at the University. The paper describes the recommendations of a joint working party representing partnership schools and university staff. The implementation of the group's suggestions involved a fundamental revision of the IT component for both university and school based elements and a re‐definition of the roles of all staff involved. This paper concludes with a discussion of the evaluation of the new scheme, including the results of a student questionnaire, after it had been implemented for one year. This found that our move to deal with IT as a subject specific issue was successful and highlighted the level of IT use in school subject departments as the single most important factor determining students’ use of IT in the classroom.     

Using a Corporate Partnership to Enhance Learning in a Sourcing Negotiation Role‐Play

Although role‐plays can be effective teaching tools for buyer‐supplier negotiation, learning can be somewhat limited because typically novices are negotiating with each other. We describe how we collaborated with a corporate partner, CACI International, to develop and implement a repeatable sourcing and negotiation role‐play that helps to address this limitation. The role play, used in a dual listed undergraduate/MBA strategic sourcing course, covers the sourcing process from strategy development, solicitation, bidding, negotiation, and supplier selection for security services. The unique aspect of the role play is that CACI supply managers assume the role of suppliers throughout the activity including during phone negotiations with student teams. Content analysis of student reflections and a student survey show that the highest degree of perceived learning from the role‐play was in the negotiation. Ways to modify the role‐play approach when you do not have strong corporate partnerships are discussed.     

建立评价系统,提高新课程教师培训质量

教师培训质量需要科学的评价制度作保障。如何建立和完善教育行政部门、培训机构和中小学校的教师培训的评价系统,探讨保证新课程教师培训质量的对策。     

A New Approach to Teacher Training: An Evaluation of a Further and Higher Education Partnership

Abstract

During 1992/93, a scheme was set up at the University of Greenwich in the School of Post Compulsory Education and Training to pilot a new way of delivering the one year full‐time pre‐service CertEd(FE)/PGCE(FE) course. The School entered into formal partnership contracts with 4 selected FE colleges and a combined team of University and FE staff collectively planned, taught and assessed many of the key course components. This article describes aspects of the national and local context which led to this development and evaluates its success. Some contrasts are drawn with school‐based partnerships and the potential of the model to meet some of the profession's major concerns at a time of massive upheaval and change is discussed.     

从"伙伴关系"到"契约关系"--英国校本培训中院校协作的发展

大学与中小学建立协作关系,已成为一种促进教师发展的重要手段和措施。目前,在英国院校协作关系发展的进程中,逐渐形成一种通过“契约”的形式来达成的合作关系。“契约关系”使得在校本培训中院校双方关系更为制度化、规范化。这一协作形式对我国当前关于校本培训外部保障体制的有效实施具有启示和借鉴意义。     

Partnership in Teacher Training: mentors’ constructs of their role

Secondary school teachers, trained as empowered mentors, were asked about their new role 2 years after the introduction of school-based initial teacher training (ITT). Kelly's repertory grid encouraged the development of personal constructs. The mentors demonstrated deep structure constructs which would not have been easily recognised by university tutors making relatively brief school visits. It is concluded that the mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A number of tensions within the role were highlighted, most of which are inherent in the school-based model, but some of which attach specifically to empowerment. Support for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-based ITT, but continued training and changes in the type of support available is necessary. The place of appropriate theory at all stages of professional development was recognised.     

Using Web-Based Cases to Enhance,Extend, and Transform Pre-Service Teacher Training

Abstract

This study was part of a two-year review regarding the use of Web-based case conferencing to enhance, extend, and transform the learning of pre-service teachers in an introductory educational psychology course. First, Web conferencing enhanced the learning opportunities within educational psychology by providing an electronically shared space for hundreds of students to share, discuss, and reflect on case situations common in K-12 school settings. Second, this environment extended learning by including students from other universities and countries. Finally, instead of strictly relying on instructor cases and commentary, the Web transformed the learning process by allowing students to generate cases online and provide timely and relevant peer feedback. Across the two years of this study, students generated more than a thousand case situations that tended to focus on classroom management, motivation, and controversial issues or hot topics. Within these case situations, students were extremely task focused and offered each other extensive peer feedback. Despite many positive findings, various problems were encountered such as procrastination, limited text referencing, and few justified statements. Several future directions and recommendations are outlined.     

Case Studies to Deepen Understanding and Enhance Classroom Management Skills in Preschool Teacher Training

This article adds to the existing body of data that demonstrates how the use of in-depth case studies that include social episode analysis can deepen the teaching students’ and researchers’ understanding of the perceptions and skills needed for Classroom Management (CM). In this article, CM is defined as a meta-skill that integrates cognitive perceptions (proactive, ecological-systemic, and leadership-oriented), self-regulation skills, and interpersonal relationships with students and colleagues. CM is also perceived as a cyclical process that includes advance planning, implementation, assessment during the implementation, and a final evaluation that takes into account factors related to the children and their environment, intended to bring about progress in the activities carried out for the learning and emotional well-being of the children in the class. Two cases showing opposite positions with regard to social-moral CM were selected from 34 cases documented by second-year, 4-year-track, preservice teaching students enrolled in a CM course in Israel in the spring of 2008. One case shows how, guided by the desire to ensure a child’s well-being, a student developed perceptions and skills related to all components of the CM theoretical framework. The other case shows how opportunities were missed to learn and develop a social-moral, complex, CM perception. Based on an analysis of the two cases, the discussion examines the usefulness of case studies in teacher training and offers insights related to improved teacher training.     

Multi-Media and History Education: A Partnership to Enhance Teaching and Learning

Politicians constantly urge teachers to use ICT in the classroom since it is viewed as an important educational tool and one vital to the national interest. However, ICT per se has no greater validity than other forms of educational technology as it must significantly enhance teaching and learning. This article discusses the impact on teaching and learning of five multi-media programs relating to themes within Scottish History and concludes that six key criteria must be met for the successful integration of ICT into the History classroom. Multimedia et le cours d'histoire: Une collaboration commercialle pour renforcer l'enseignement et l'apprentissage. Les hommes politiques poussent constamment les professeurs À utiliser ICT (Information et Communication Technologie) dans les salles de classe; ce dernier étant considéré comme un outil éducationnel important et même vital À l'intérêt national. Cependant, (ICT) en soi n'est pas plus valable que les autres formes de technologie éducationnelle car il doit renforcer l'apprentissage et l'enseignement de faÇon significative. Cet article examine l'impact de cinq programmes multimedia, en rapport avec des sujets d'histoire écossaise, sur l'enseignement et l'apprentissage. Il en conclut sur le fait que six critères clés doivent être réunis afin d'assurer l'intégration avec succès de (ICT) au cours d'histoire. Multimedia und Geschichtsunterricht eine Partnerschaft um das Lehr- und Lernverhalten zu verbessern. Ständig drängen Politiker die Lehrer ICT im Unterricht einzusetzen, da es als wichtiges Unterrichtsmittel eingestuft wird und von nationaler Bedeutung sei. ICT selbst hat jedoch keinen grösseren Wert als andere Formen des technologisch gestützten Unterrichts, da es den Lehr- und Lernprozess deutlich verbessern sollte. Dieser Artikel beschreibt die Auswirkungen auf das Lehr- und Lernverhalten bei Anwendung von 5 multi-media Programmen bezogen auf Themen der schottischen Geschichte und kommt zu dem Ergebnis, dass 6 Schlüsselfaktoren beachtet werden müssen, um eine erfolgreiche Einbeziehung von ICT im Geschichtsunterricht zu gewährleisten.     

Using CALMERSS to Enhance Teacher Well-being: A Pilot Study

Prior research has shown that cognitive behavioural therapy, relaxation, mindfulness, exercise and positive psychology interventions, when conducted as single interventions, have a useful effect on depression and also increasing well-being. The purpose of this study was to conduct a pilot programme to determine the efficacy of a multi-modal approach to enhancing well-being. Five teachers engaged in the four-week pilot programme called CALMERSS. The findings provide evidence for the effectiveness of the CALMERSS programme in enhancing well-being in participants, through significant reductions in psychological strain, physical and personal strain, and improving self-care. Four of the five participants who would officially have been classified as depressed at the commencement of the programme were no longer depressed at the end of the programme.     

The Effectiveness of an Initial Teacher Training Partnership in Preparing Students to Teach Art in the Primary School

Recent government reform of initial teacher education has increased teachers’ responsibility for training students in schools, bringing about some fundamental changes in the professional relationship between the schools, higher education institutions (HEIs), teachers and students. This paper reports on primary undergraduate student teachers’ and their class teachers’ perceptions of school-based training to teach art. Class teachers were interviewed about their preparedness to train students and questionnaires and interviews were used to gauge students’ views of the effectiveness of university-based courses and the support given to them by teachers. The findings indicate that teachers were able to support students in matters of classroom management and resources but that they were mostly unable to assist them in developing subject knowledge and understanding of art teaching and learning. This raises concerns about teachers’ subject knowledge and their confidence in training students. Our findings suggest that there is significant room for improvement in the partnership arrangements between schools and HEIs in order to better support students’ teaching of art.     

伙伴合作促进教师专业发展的不同取向

大学与中小学以及其他机构(如政府)之间的伙伴合作,是促进教师专业发展的重要情境。基于对教师专业发展的不同理解,伙伴合作中促进教师专业发展的理念和策略也不同,可以分为知识技能取向、人文主义取向和生态取向。本文分析不同取向伙伴合作的知识观、教师专业发展观、大学研究者与教师的关系以及促进教师专业发展的策略,并强调理论与实践探究中对这三种取向的综合考虑。     

中小学教师“院校协作”教研培训模式探讨

院校协作是指大学与中小学建立协作关系：大学院校通过组建学科研究团队,设立培训试验研究基地,规范合作机制,以课堂学习研究为载体开展教研。该协作关系在一定程度上可提高教师教育学者的素质,并优化教师培训“效能”。     

创新教师培训理念 提高教师培训绩效

教师培训关系教师素质的提高,不断提高教师队伍的整体素质,是首都教育改革和现代化的迫切要求。在新时期,必须从首都教育现代化的高度来把握教师培训工作,必须要以系统的思想来规划教师培训工作,以研究的态度和方法实施教师培训,以科学的绩效评价教师培训。     

Teacher Consultation to Enhance Implementation of School-Based Restorative Justice

ABSTRACT

Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice.     

教师道德建设:提升境界与操守底线

教师职业道德建设,基本构成是提升境界和操守底线。教师道德建设要提升精神境界,尊重职业是出发点,精通职业是过程,献身职业是落脚点;教师道德建设要操守职业底线,耻感是教师做人的基础,气节是教师职业行为的基本操守,良心是教师从业的基本自制力;教师道德建设,提升境界和操守底线重在日常坚守。     

Teacher Training

Long-awaited recommendations on the reorganization of teacher training were formally submitted to the Minister for Education by the Higher Education Authority in July 1970. The report produced by a working party of the Authority, under Professor Patrick Lunch of University College, Dublin, requires approval by the Government and Parliament.     

加强心理训练 提高青少年心理素质

心理疾患是当前危害我国青少年身心健康的突出问题。应当广泛开展心理训练,以解决青少年心理成长、心理缺陷、心理障碍及挖掘心理潜力等问题。要综合选择具有先进性、互补性的训练方式,引导青少年心理素质不断完善和发展。