Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement

This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.     

Student Teacher Attitudes to Sex Role Stereotyping: some Australian data

The sex role attitudes of 461 teacher education students were measured on a 32‐item questionnaire. Chi‐square analyses produced significant effects for gender on 22 of the items, showing that the females were more egalitarian than the males. However, most of the students adopted an egalitarian stance on many, though not all, of the items. Responses to some items (women getting drunk and swearing, corporal punishment, boys doing heavy chores, and boys dressing up and playing with dolls) suggest that some traditional stereotypes may be particularly resistant to change. The data also suggest that students may adopt egalitarian attitudes out of self‐interest rather than as a matter of principle, and are more accepting of general principles of gender equity than of specific practices designed to achieve it. Finally, although there is some evidence of ambivalence among the students, particularly the males, it is more accurate to characterise these students as definite in their gender attitudes.     

Attitudes Toward Disability: Teacher education for inclusive environments in an Australian university

The Interaction with Disabled Persons Scale (IDP) was used to explore the attitudes of preservice teachers at a large Australian University to people with disabilities. Using structural equation modelling, the factor structure of the IDP Scale was tested. The best fitting model was found to be one in which there were four factors (Discomfort, Sympathy, Embarrassment, and Vulnerability) that were derived from 16 items. Although significant effects were found for type of course, age, gender, language, and frequency of contact, the magnitude of these effects was minimal. Changes in student teachers’ attitudes toward disability over a one year general teacher training course were found to be minimal.     

试论培养反思型教师的思维态度——杜威“反思性思维”的启示

教师反思是教师专业发展的重要方式,同时,在教师教育、课堂教学等领域也扮演着重要角色。近年来的相关研究及改革把培养反思型教师推向了前所未有的高潮,但本文认为,教师反思首先要在思维态度上有所改观,才会有实质性的突破。依据杜威的反思性思维,尝试论述培养反思型教师的思维态度的重要性及方法,希望能有一些参考价值。     

正确认识和应对师生冲突

初中教师要正确认识师生冲突现象,掌握其主要特点,并根据具体情况正确处理各类冲突,切忌在冲突中和冲突后使用一些不合理的手段。     

Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn

As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). Cooperative learning. Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum, 18(3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development, 10(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education, 29(1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers’ learning. Paper presented at the European Association for Research in Learning and Instruction Conference] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences, 15, 159–176].     

Teacher and Student Attitudes to Affective Education: A European collaborative research project

This article reports on the outcomes of a comparative research project examining teacher and student attitudes to affective education across Europe. Affective education is defined as the aspect of the educational process that is concerned with the feelings, values, beliefs, attitudes and emotional well-being of learners. The article begins with a consideration of some of the conceptual issues in affective education and its diversity across Europe as a basis for stressing the relevance of cross-cultural comparisons. It then offers a general picture of the findings of the present research project, draws a number of tentative conclusions from this and ends with a reference to issues requiring further research in comparative work on affective education.     

A Survey of Teacher Attitudes and Beliefs Related to Educational Computing

No abstract available for this article.     

后现代教育学中的师生关系重构

本文针对当前由于教师权威的失落与教师角色功能的变换造成的教师价值危机，力求通过整合后现代教育学中有关师生关系的各种思想重建教师价值框架。     

幼儿园教师专业成长需要人文关怀

将人文关怀理念引入幼儿园教师的专业成长过程,对幼儿园教师的专业成长具有重要促进作用。来自幼儿园管理者、幼儿家长及学前教育专家的人文关怀有利于促进幼儿园教师的专业成长。幼儿园管理者要切实关怀幼儿园教师的主体地位与权利,为幼儿园教师创造自我实现的条件,充分发挥幼儿园教师的创造才能。幼儿家长应该尊重幼儿园教师的职业,理解并配合幼儿园教师的工作。学前教育专家的人文关怀表现为丰富幼儿园教师的专业知识,尊重和理解幼儿园教师的实践活动,帮助幼儿园教师开展教育教学研究。     

教师合作:教师发展的一个重要路径

20世纪80年代以来,教师合作作为教师发展的一种方式获得广泛的关注,成为国际教师教育研究领域中一大热点问题。本文认为,所谓教师合作,就是教师们为了改善学校教育实践,以自愿、平等的方式就共同感兴趣的问题,共同探讨解决的办法,从而形成的一种批判性互动关系;教师合作有助于激发与强化教师发展意愿、提高教师个体反思能力、促进学校组织学习。     

Prior knowledge, attitude, and strategy use in an introduction to statistics course

The present study used both quantitative and qualitative methods to investigate the learning and motivational strategies used by students in a beginning-level statistics course. The research questions that guided the investigation are: (1) Do motivational variables account for unique variance in the academic performance of statistics students? (2) Do deeper-level processing strategies account for unique variance in the academic performance of statistics students? (3) Do successful students report using different motivation and learning strategies than unsuccessful students in a beginning-level statistics course?     

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’.     

大学英语教师与ESP教师的角色对比与转换

为了适应我国目前对ESP教师日益增长的需要,越来越多的大学英语教师开始尝试ESP教学本文通过对大学英语教师与ESP教师的角色的对比,提出了从大学英语教师转换到ESP教师的可能性以及如何从大学英语教师转换到ESP教师。