教师成为研究者的教育意义

“教师成为研究者”的提出标志着教师已成为中小学教育研究的主体。“教师成为研究者”的教育意义主要体现在生产教育知识,解决教育实践情景中的实践问题;将教育观念和教育理论转化为实践力量;在研究性变革实践中促进教师的专业发展;有利于教师主体的回归。     

Researcher as Teacher: Lessons Modeled by a Well-Remembered Scholar

While teacher educators may encourage their students to reflect deeply on their teaching, the teachers of teachers rarely seem to examine their own teaching practices. Yet a study of one's own practice can generate profound insights into one's own teaching, can model good teaching to our students, and can serve as the foundation for research about teaching. One teacher–researcher–scholar, Jeff Northfield, developed a powerful set of insights into the value of exploring personal practice while contributing to our general knowledge of teaching. Within the context of the current paradigm wars concerning “best” research in the reform of teaching and teacher education, this paper demonstrates that the work of researchers like Northfield stands as a valuable exemplar of good research of teaching. The paper also explores critical points from Northfield's work that can guide future research into our own teaching.     

The Teacher as Researcher: Developing the Skills with Pre-Service Art Specialist Students

This paper details a project which involved a group of art specialist Diploma in Education students, two lecturing staff plus a group of primary school children in a series of planned art activities for two terms. The Saturday Morning Art programme (S.M.ART) was developed to enable the students to systematically focus on art learning in these classes by using largely qualitative research processes within a case study framework. By introducing these pre-service trainee art teachers to research techniques which they can then use, we believe we are preparing them to be self-evaluative and reflective practitioners in the classroom.     

When Portfolios Become a Site of Ethical Conflict: Using Student Portfolios for Teacher Accountability

This article presents a case study of a high school English department's decision-making process during portfolio scoring to call attention to one of the unintended consequences of using portfolios for accountability. Applying Fritz Oser's definition of a moral conflict, as well as his hierarchy of decision-making strategies, I analyze the teachers' participation in the assessment. I determine that because they could not be equally just, caring, and truthful toward all the stakeholders affected by the test, the teachers experienced ethical conflict. Although most of the teachers experienced tension and dissatisfaction, I see this discomfort as a necessary component of professional growth. I conclude that although teachers cannot be expected to accept sustained periods of moral conflict for which there seems to be no responsible resolution, focusing on justice without balancing justice with care and truthfulness reduces teachers' ability to make ethical professional judgments.     

In Search of Ways to Improve Practicum Learning: Self-Study of the Teacher Educator/Researcher as Responsive Listener

Abstract

Teacher education programs that appear to be more successful work to thread practicum experiences and on-campus courses with an eye to achieving overall program coherence. As part of a funded research project centred on understanding how teacher candidates perceive quality in their practicum experiences and, by extension, in their professional learning, focus groups were recruited for a series of discussions that extended over an academic year. I undertook this self-study in an attempt to examine the conditions for learning that made these focus groups so successful by virtue of participants’ commitment, engagement, focus and drive to become the best teachers they could possibly be. Self-study was an avenue for me to develop insights into my practice and to identify ways to move forward to become a more effective teacher educator who could model and scaffold responsive listening and relationship-building for future teachers. The two questions driving this self-study were “How does adopting and promoting a listening perspective improve participants learning?” And “What is transformative about responsive listening?” Identifying and challenging my assumptions were initial steps in understanding what a listening perspective entails, the importance of authorizing student perspectives and developing their pedagogical voices. Responsive listening became a means to interrogate my practice, to reframe my experience, to work in and from action, and to become more comfortable with the uncertain spaces where deep learning can occur – for myself and for those whom I teach. In so doing, I came closer to appreciating the possibilities for transformation.     

The Teacher Trainer as Researcher: Exploring the initial pedagogical content concerns of prospective science teachers

This article presents a study of prospective teachers' initial concerns about transforming their academic knowledge into teaching activities (pedagogical content concerns). An important part of the study focuses on a research tool for teacher trainers to explore these concerns. A group of fourteen prospective chemistry teachers was invited to prepare individually the first two lessons on a chemistry topic to classes (age 16-17) from pre-university schools. During a group meeting, the lesson plans were presented and discussed. Research data were obtained from audio-taped semi-structured interviews in two settings: an individual session and a group meeting session. The results reveal a number of characteristics of prospective teachers' pedagogical content concerns. Implications of the study for teacher preparation courses will also be presented. Cet article présente une étude sur les principales inquiétudes des futurs professeurs, concernant la mise en application de leurs savoirs académiques sous forme d'activités d'enseignement (dimension pédagogique). Une part importante de ce travail est centrée sur un protocole d'investigation à l'attention des formateurs de formateurs, concernant l'exploration de ces inquiétudes. Quatorze aspirants professeurs de chimie ont été sollicités individuellement par la préparation des deux premières leçons d'un thème particulier de chimie, pour des classes pré-universitaires (16-17 ans). Les plans de ces leçons ont ensuite été présentés et discutés au cours d'une réunion. Les données expérimentales ont été obtenues àpartir d'entretiens semistructurés enregistrés en deux modalités: en une session individuelle et en une session collective. Les résultats mettent en évidence plusieurs éléments caractéristiques de cette anxiétédes futurs professeurs quant au contenu pédagogique. Les conséquences de cette étude sur les cycles préparatoires seront présentées. Este trabajo presenta un estudio de las percepciones iniciales de futuros profesores acerca de cómo transformar su conocimiento académico en actividades de enseñanza (percepciones didácticas). Una parte importante del estudio se centra en una herramienta de investigación para que los formadores de profesores exploren estas percepciones. Se requirióa catorce profesores de química en formación que diseñaran individualmente las dos primeras lecciones de un tópico de química en particular para clases preuniversitarias (16-17 años). Los programas fueron presentados y discutidos durante un encuentro grupal. Se recolectaron datos por medio de grabaciones de audio de entrevistas semiestructuradas en dos contextos: una sesión individual y una sesión de grupo. Los resultados revelan ciertas características de las percepciones didácticas de los futuros profesores. También se presentan implicaciones del estudio para la formación inicial de profesorado. In diesem Artikel wird beschrieben, wie zukunftige Lehrer (zu beginn ihrer Ausbildung) ihr Sachwissen in die Unterrichtsplanung übertragen. Es war wichtig, ein Instrument zur Untersuchung dieses Problemfeldes bereitzustellen, das in der Lehrerausbildung genutzt werden kann. Vierzehn zukunftige Lehrer wurden gebeten, unabhängig voneinander die ersten beiden Stunden einer Unterrichtsreihe zu planen. Die Plannung bezog sich auf Chemiekurse (Altersgruppe 16-17 Jahre) der ''Oberstufe''. Es fand ein Treffen statt, bei dem die Unterrichtsentwürfe vorgestellt und diskutiert wurden. Es wurden halbstrukturierte Einzelunf Gruppen- interviews durchgeführt und auf Tonband aufgenommen. Als Ergebnisse dieser Arbeit wird gezeigt, wie die fachdidaktischen Überlegungen zukunftiger Lehrer beschaften sein können. Aus der Studie werden Vorschläge für die Lehrerausbildung abgeleitet.     

教师的学习者角色

本文主要从教师作为学习者的角度分析了教师应该怎样进行学习才能适应现代化教育对教师素质的要求。     

Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio

This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach.     

试析教师作为课程实施者的角色意识

教师作为课程实施者，是影响课程实施的核心因素，他应当具有研究意识、生成意识、主体意识、课程资源意识和反思意识，唯有具备这些角色意识，才能更好地促进课程实施。     

Three Approaches to Teacher Training and the Role of Religious Education as a Professional Subject

Beginning with the classic dilemma in teacher training of the relationship between theory and practice, the view is taken that the most appropriate starting point is practice, followed by reflection upon practice. School experience is seen as central, rather than peripheral, to teacher training. There are, however, different levels, characteristics and structures of reflection upon experience. Three levels and types of approach are identified: the curriculum process approach, the teacher‐role approach and the personalised approach. These are described in relation to three different courses of training and the strengths and weaknesses of each are considered. General issues regarding the nature of a professional subject, the relationship of a professional subject to education studies and the relationship of a professional subject to school experience are discussed and exemplifications offered in terms of religious education.     

Training to use Television as a Teacher

Television, no longer in its infancy, no longer a novelty, still possesses the unique ability to focus, one may even say command, the attention of both the individual and the group. It is no doubt due to this quality that the use of television has developed greatly during recent years. The fact that it can keep pace with the contemporary scene (e.g. important events can be shown ‘live’ or soon after they have taken place) plus the personal method of presentation may have made it something more than a ‘teaching aid’.     

Taking a Return to School: Using Self-Study to Learn about Teacher Educator Practice

The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts.     

Forgetting about Friendship: Using Conflict in Teacher Communities as a Catalyst for School Change

It is widely recognized that teacher communities figure among the most vital factors for promoting educational change within schools. While there is widespread consensus on the idea of collegiality as an instrument for promoting and sustaining change, scholars are much less clear on the characteristics that teachers' professional communities within schools must possess in order to promote and sustain such change. This paper discusses the role of friendship and conflict in teacher communities and argues for a rethinking of the way the intermingling of professional and interpersonal ties in schools contributes to school change.     

反思与重构:后现代主义对教师角色的启示

20世纪后半叶在西方社会掀起的后现代主义哲学文化思潮,代表着一种价值取向、一种思想态度和一种思维范式。后现代主义在教育观上的解构思想,为反思和重构教师角色提供了新的视角。由教师权威走向彼此平等对话,由知识传授走向学生学习的促进者,由习惯同一走向崇尚差异、倡导多元,这是教师角色的后现代转向。     

Using Content Analysis to Compare a U.S. Urban Teacher Residency to a Finnish Teacher Education Program

In the United States, how to provide a high-quality education to all students has been a focal discussion, especially in urban settings. One potential solution that has emerged to confront this issue involves urban teacher residency (UTR) programs that provide innovations concerning the recruitment, preparation, and retention of teachers in high-need urban schools. In this study, we conducted a content analysis and compared steering documents of a UTR program in California with materials from a teacher-training program in Finland. Despite differences in both the legislative and local contexts under which the two programs operate, we found many similarities in both the steering documents and course offerings of these two teacher-training programs. For example, both promote aspects of social justice and are research-based. Furthermore, both offer a variety of types of courses, such as those emphasizing the pedagogical bases of education and research studies in education.