论信息化环境下职业院校教师自主专业发展

在教育信息化环境下,教师应充分发挥自主性,做到自主专业发展,掌握自主发展的途径,包括开放的网络信息资源、交互的社会性软件、协作的学习共同体平台,以及立足自身的行动研究方法。     

An assessment innovation as flywheel for changing teaching and learning

This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers’ expectations of students, changing student-teacher interaction patterns, and developing teachers’ practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.     

试论变革时代的教师角色

变革时代呼唤新型的教师教育,新型教师教育的核心在于教师角色的转换。当代中国教师角色转化的四大趋势是：从“传授”向“促进”转变;从“权威”向“合作”转变;从“复述”向“研究”转变;从“技术操作范式”向“人性化范式”转变。     

The importance of orientation: implications of professional identity on classroom practice and for professional learning

Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher professional identity orientations (self, classroom, and dialogic) and the implications of each orientation on a teacher’s professional identity and classroom practice. While each focal teacher featured in the study drew from similar sources of professional identity (experiences as students, classroom practical experience, and theory/research), the teachers varied in the degree of importance accorded to each identity source. This variation led to differences in approach to their roles as teachers as well as differences in their work with students. Using a qualitative, comparative case study methodology to highlight features of each professional identity orientation, this study provides evidence of discourse related to each orientation and discusses implications of identity orientation in each case study teacher’s classroom practice. After the discussion and analysis of the data, the author offers recommendations for teacher educators (pre-service and in-service) and researchers related to understandings of professional identity development and implications for the work of pre-service teacher education and continuing professional development.     

师范类专业认证背景下师范类院校有机化学教学改革与实践

有机化学在化学类专业本科生的培养过程中占有极其重要的地位。在师范类专业认证背景下,作者从师范类专业认证“学生中心、产出导向、持续改进”的基本理念出发,对优化课程目标、整合教学内容、优选教学方法、探索课堂教学新模式和采用多种评价形式等多方面进行了教学改革与实践。实践证明,教学改革能培养学生主动探究的精神,激发学生的学习兴趣,有效地提升化学师范生的学科素养、教学组织能力以及合作与反思能力。     

基于教师专业发展视域的教师职后教育

教师专业发展与教师职后教育是一种共生互补的辩证关系,两者处于促进－反馈的回路中。从教师专业发展的视角来看,我国教师职后教育在教育理念、保障机制、培训机构与师资、课程体系等方面还存在问题。要从理念层面、制度层面、课程层面加强教师职后教育的改革,以构建指向教师专业发展的职后教育新体系。     

The measurement of teacher efficacy: Hong Kong primary in‐service teachers

This study sought to measure general teacher efficacy levels of in‐service primary teachers in Hong Kong. Participants included 725 Hong Kong in‐service teachers, who were invited to take part in the study. These in‐service teachers came from 28 different primary schools ranging from government, aided, private and direct subsidy schools. The Chinese version of the 12‐item Teachers' Sense of Efficacy (C‐TSE) Scale was applied to investigate the efficacy of the teachers. A factor analysis of these 12 items when male and female datasets were combined led to the extraction of only one factor. But separation of the two datasets led to the extraction of different factor analysis models. This could reflect the different perceptions that male and female teachers had about the formation of teacher efficacy. Overall, this study showed that female teachers were significantly more efficacious than male teachers. Moreover, years of teaching experience showed a weak but significant correlation to levels of general teacher efficacy. Interestingly, educational levels did not have a significant effect on the efficacy of this group of in‐service primary teachers. Overall, the C‐TSE was found to be a valid and reliable scale for measuring the efficacy levels of this particular group of in‐service primary teachers in Hong Kong.     

江西省职教师资培训基地培训现状的实证分析

加强职教师资培训基地建设,完善中等职业教育师资培养培训体系,是加快职业教育发展的基础性工程.通过对参培教师调查发现,基地在培训过程中存在课程设置不合理、培训形式和方法不灵活、培训内容不能满足教师需求、培训条件不足等问题.为此,应加强培训基地自身建设,按需制定培训内容,创新培训方法和形式,建立“基地培训+企业实践”的模式,强化培训教师队伍建设.     

美、加、澳初任教师专业标准及其对我国教师教育的启示

初任教师的专业标准实际上就是新教师的入职门槛,对教师教育具有重要的导向作用。各国的初任教师专业标准既有共同性,都注重专业知识、专业实践、专业责任、持续学习诸方面,又各有特色:美国《InTASC示范核心教学标准》重视发展性、加拿大安大略省《专业实践基础》重视实践性、《澳大利亚初任教师教育项目认证:标准和程序》则具体而易操作。以上三国的初任教师专业标准,对中国教师专业标准的制定以及职前教师教育培养目标的完善有积极的启示作用。     

Pre‐service primary education teachers’ changing attitudes towards teaching: a longitudinal study

This study investigated the longitudinal changes in the attitudes of pre‐service primary education teachers towards the teaching profession as they progressed through training. The results indicate that there is a significant difference in pre‐service teachers’ attitudes towards the profession between their freshman and senior years. Moreover, the findings obtained through interview data have shown that both positive and negative changes occur in pre‐service teachers’ attitudes towards teaching throughout their education, and these changes are observed to be related to teaching practice, cooperating teachers, teacher education institutions and teacher educators.     

论教师专业发展与教师职业培训

要把握教师专业发展首先要端正三大认识,即教育专家不等于教育学者,教育技能不能代替教育感受力,教师的生存境界不能代替发展境界;其次要确立两大理念,即教师是课程的领导者,科研引导教学的教师发展观。而教师职业培训则应重点关注自我发展的专业成长理论和研究者姿态的培训取向。     

Perception of teacher education and professional identity among novice teachers

This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach.     

论技校教师在教育教学实践中职业道德修养的提升

技工院校教师通常在教育教学的过程中会发现技校学生会表现出种种不良的群体特点,这就需要教师通过言传身教帮助学生树立正确的人生观、世界观。技校教师的职业道德品质高低,是决定能否很好完成教书育人重任,并进而影响国家社会发展的重要因素之一。因此,技校教师如何提高职业道德修养显得尤为重要和迫切,只有以自己纯洁的灵魂,高尚的品格去影响学生的心灵,才能培养出具有优良品质的新一代。     

Becoming a teacher: student teachers’ experiences and perceptions about teaching practice

In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of weariness and ‘vulnerability’), as well the positive perceptions of these student teachers regarding their growing knowledge and skilfulness, as well as their sense of efficacy, flexibility and spontaneity in their performance and interactions. Their perception of their accomplishments in achieving reasonable levels of acceptance and recognition within the school community and their positive evaluation of the guidance and support provided by their supervisors are also emphasised. Differences were found – in terms of gender and graduate course background – in the way these student teachers experienced some aspects of teaching practice.     

农村教师专业发展:教育学改革的实践取向

基于地方高校的教师教育目标与教育学课程的特性,针对教育学理论脱离农村基础教育教师实际的突出问题,以促进农村教师专业发展为实践取向,进行教育学教材内容和教学方法改革,从中探索教育学理论与农村教师专业发展实际紧密结合的新路子,构建教育学教学结合农村教师专业发展实际开展职前培养与在职培训一体化的新模式。同时,提出教育学改革的这一实践取向,要适应拓展农村教师培养方向和提升培养层次的新需求。     

Contribution of a professional development programme to the quality and retention of teachers in an urban environment

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were used. The results showed a significant effect of the programme on teacher knowledge and self-efficacy. Furthermore, teachers greatly appreciated the programme and they perceived a positive impact on their competences, self-efficacy and professional orientation. The opportunity to share experiences within a network of teachers was considered the most valuable element of the programme.     

农村教师队伍建设面临的问题透视——农村教师专业化发展视角

我国农村教师队伍建设取得了很大新成就,但是依然面临着诸多问题与挑战,主要是农村教师保障难、补充难和农村教师教育难.就问题及其原因分析,相应的对策建议是:加强教育执法,确保农村教师待遇;增加教师编制,有序补充农村教师;师范毕业生定向分配当农村教师,落实有编有岗,激活农村教师教育.对于农村代课教师,不是简单地说"清退",而是要妥善"安置".     

农村教师队伍建设是发展农村义务教育的基石——农村教师专业化发展视角

从农村教师专业化发展的视角看,近年来我国农村教师队伍建设取得了很大成就,主要是农村义务教育投入大幅增长,有力地保障了农村教师队伍建设及其专业化发展;农村中小学教师整体结构不断优化和培养补充机制不断创新,极大地提升了农村教师队伍建设及其专业化水平,如2006年全国农村普通小学、初中、高中专任教师学历合格率分别达到98.4%、94.8%、75.9%,为发展农村义务教育铺垫基石。同时,关注其中存在的主要问题,旨在探讨相应的政策建议,建设好人民满意的农村教师队伍,提高农村"学有所教"的义务教育质量。     

The challenges of beginning teachers in urban primary schools

This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers.     

中国教师教育的过去、现在和未来——顾明远教授访谈

我国教师教育正处于转型时期。传统的师范教育体制已经逐步瓦解,新的教师教育体制尚未最终形成。北京师范大学顾明远教授是中国教育学会名誉会长、我国教师教育专家委员会主任和中国比较教育的奠基人。他参与中国教师教育的实践和研究60多年,亲历了我国教师教育的改革与发展。在本访谈中,顾明远教授叙述了他对我国教师教育发展的历史、现状和未来趋势的认识。