高职院校教师培训项目设计存在的问题与原因分析

当前,高职院校教师培训效果不够理想,其原因在于培训项目设计存在不少问题,主要表现是：培训目标与教师队伍建设总体目标不符;项目设计时忽视职业性;双师型教师培训项目缺乏等。其原因在于：对高职院校教师培训项目设计不够重视;在项目设计前缺乏培训需求分析;对高职院校自身的特点和定位的特殊性认识不足等。     

Mechanical engineering at RWTH Aachen University: professional curriculum development and teacher training

This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curri-cula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper covers the practical implications and ways of implementation of these items in a current design process of a new study programme: In the course of the Bologna process the mechanical engineering study programme of RWTH Aachen University has encountered a complete and thorough revision responding to the need of present-day technical students and—accordingly—to the fast-growing requirements of the engineering industry. This change process will be presented. A case study from engineering informatics shows concepts for modern teaching methods, responding to the requirements of students and industry, especially regarding social skills. Teaching competencies have to change and grow accordingly. Thus, a concept for the improvement of educational skills and abilities of engineering teachers—integrated into their work process—is demonstrated.     

新时期教师培训方式探究

新时期对教师继续教育工作有新的要求。在开展教师继续教育培训时,应采取科学、灵活、有效的培训方式,提高培训效果。     

我国职教师资培养存在的问题及对策

我国职教师资分为专职教师和兼职教师两类。专职教师主要由大中专院校培养，兼职教师中一部分来自大中专院校，一部分由工矿企业调入。从当前职教师资培养状况来看，主要存在知识结构单一、教师观念落后、实践能力不足、兼职教师短缺、激励机制缺乏等问题。加强职教师资队伍建设，应突出“两化”，规范培养途径；强调“双证”，实行聘任制度；强化终身学习，实行培训制度；坚持“能力本位”，实行激励制度。     

University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers’ competencies for virtual environments in higher education.     

Reforming further education teacher training: a policy communities and policy networks analysis

Throughout the 1980s and 1990s teacher preparation for the schools sector in the United Kingdom was subject to a series of reforms and innovations including the establishment of new institutional arrangements to oversee the sector, namely the Teacher Training Agency (TTA – now the Training and Development Agency, TDA). Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have also been subject to scrutiny and a wide‐ranging reform agenda has been put forward by the Government. This paper examines the key reforms using a three stage model to analyse the policy development process and discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders. Contrasts are made with the approach adopted by the TTA during the reform of teacher training for school. The paper concludes with a tentative assessment of the progress of the reform agenda and the identification of a number of salient issues that warrant further research.     

Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning–teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.     

创新型体育骨干教师培训的理论与实践

骨干教师培训是新一轮课程改革实施过程中的一项重要任务。应以培养创新型教师为目标,培训内容应有前瞻性和可操作性,培训方式应当符合成年学习者的特点,以多元评价方式检验效果。     

论目前我国教师教育培养模式的认识取向——兼评我国当前教师教育政策

我国政府确定的“完善以现有师范院校为主体 ,其他高等学校共同参与 ,培养培训相衔接的开放的教师教育体系” ,是对世界教育发展的趋势、中国师范教育的发展历程以及我国的现实情况实事求是的认识 ,必将对我国教师教育事业健康、有序的发展产生深远的影响。     

论高职师资培养体系的构建

从整体、系统的角度研究高职师资培养具有重要意义。高职师资培养体系,主要由岗前教育系统、在职教育系统、管理与支持系统构成。我国高职师资岗前教育缺位,是培养体系的重大缺陷,是体系构建的首要、急迫任务。高职师资在职教育,在系统失衡、不堪重负下,呈无序、低效状态,需要重建。高职师资培养管理与支持系统构建,也需要全面开展。本文对建设的基础,应注意的问题,以及整体构建的基本路径、主要内容,展开了初步探讨。     

新时期河南省高校外语师资培训的现状及对策探析

高等教育的目标就是要培养符合社会经济发展需求的优秀人才,师资队伍水平是高校教育质量的决定因素,师资培训是师资队伍建设的重要环节。在建设中原经济区的新形势下,外语师资培训工作面临新的机遇与挑战。文章对河南省外语师资培训的现状进行了调查,讨论了现行师资培训存在的问题,并提出外语师资培训改革的建议。     

教师教育改革中应加强德育意识培养

从教师教育改革实际、中小学高师毕业生的适应现状以及智育和德育的和谐统一三个方面分析,教师教育改革在加强知识性和技能培训的同时应加强德育意识培养。高师德育意识培养主要有三条渠道:第一,增进师生关系的和谐,一方面营造良好的师生关系氛围;另一方面,促进高师学生道德意识的提升。第二,加强和改进教师职业道德修养的教育。第三,注重教育教学资源德育价值的挖掘和利用能力的培养。     

Characteristics of primary teacher training programmes on inclusion: a literature focus

Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers’ readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness.

Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for pre-service or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes.

Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser ‘EBSCO host Complete’. After applying the keywords ‘teacher’ and ‘educator’, they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were pre-service or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme’s structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen’s d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of non-overlapping data (PND).

Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers’ attitudes, knowledge and skills, follow-up sessions and students’ outcomes measures may increase training effectiveness.     

Impact of an in-service training in neurocognitive insights on teacher stress,teacher professionalism and teacher student relationships

The stressful nature of the teaching profession is recognised worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study ‘Learn2be@school’ introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the functioning of the human brain. This study investigates whether neurocognitive insights contribute to stress reduction in the professional and personal functioning of teachers, and focuses more specifically on the impact of the training on their attitudes (attitude level), understanding (knowledge level) and handling (application level) of complex stress situations. Using a quasi-experimental study design with 12 participants and 28 non-participants, data were gathered twice through the use of vignettes and in-depth interviews. The results indicated an impact of the training, not only on the stress experienced by teachers in their professional and personal functioning, but also at the level of the teacher–student relationship and team functioning.     

浅谈体育教师与课余训练的管理

体育教师除了肩负教书育人的主要任务外，还承担着课余训练的管理工作。负责运动训练的体育教师在对运动训练各种实践活动科学管理的同时，还要注意运动员的道德品质教育，保证学生的学业、训练两不误。     

Legal instruction within initial teacher training

England's Training and Development Agency for Schools (TDA) requires that students, in order to qualify for teacher status, must undertake the study of law. This article reviews the TDA standards and considers its rationale for the selection of law. Such selection and the need, if any, to study law are contrasted with texts written for teachers wishing to study law. It is evident that the need to study law is now even greater because of the increased role that regulations play, particularly with regards to children's rights, and the willingness of parents to challenge decisions. Empirical research was undertaken to review the initial level of legal knowledge of trainee teachers. This indicated that there is a need for a robust approach to law as there is evidence of trainees' confusion about such matters. The article recommends that there should be greater emphasis given to enabling students to further their studies through understanding legal principles, that some subjects should be given greater priority in initial training whilst others, though introduced to students, could be left to the induction period. It is also of concern that the current approach to the subject ignores its potential for problem based learning and the use of case material.     

Reflections on improving teacher performance

Abstract

The debate about declining education standards and quality has been going on for decades. At the centre of this debate has been teacher performance. But the blame for the decline in educational standards and quality of education in South Africa cannot be placed squarely on the shoulders of teachers alone. Society as a whole must accept its share of responsibility too. For the decline or the improvement of the standard and quality of education depends on the roles played by teachers, parents, learners, tertiary institutions, non-governmental organisations and the government. To blame teachers alone misses the core problem, which is at the root of the continuing decline in educational standards and quality in a country which has the biggest economy in Africa. To stem this tide will require a collaborative effort by all these role players. But, more importantly, it will require the restructuring of how teachers are trained, as well as the transformation of school governing bodies, so as to enable them to play the role the South African Schools Act intended them to play. The profession must also be made attractive in order to attract talented matriculants. This will entail improvements in the salary structure and conditions of service of teachers. It will also be necessary to revamp the current teacher in-service training and development system to enable it to play a more meaningful role in assisting teachers to continually refresh and retool their skills in order to cope with the ever-changing teaching and learning environment.     

高师人才培养模式问题成因及其对策探析

高师人才培养模式缺陷形成的原因既与计划经济体制、传统教育、院校规模、教育投入、毕业生分流、就业市场等因素有关,也与“能力培养”的保证机制有关,因此应全面更新高师人才培养观念,创建新的教育教学模式。