怎样成为一名优秀的体育教师

教师一直被人们赋予人类灵魂的工程师的美誉,然而体育教师却常常在学校得不到重视,因为体育课常常被列为学校的副科,尽管早在几年前国家已经开始提倡并强调体育课的重要性,但是现实生活中的升学考试中,体育分数依然只占有很小的比例,以至于学生把大部分精力都用于其他的学科,而忽略了体育课。作为体育教学的重要组成部分——体育教师,我们承担着学生健康成长、塑造人格的重要责任,怎样成为一名优秀的体育教师,值得我们深思。     

How teacher education students cope with practicum concerns

Abstract

Student teacher stress during practicum experiences has generated interest across teacher education programs. However, there is very little research on the sources of support students draw on to help them cope with practicum stresses. This study sought data directly from the students to represent the student perspective. Students ranked their five most important sources of support for coping, and they noted the strategies they used to cope with practicum stresses. Students consistently reported that seeking support from the teacher was their primary coping strategy. This finding suggests that an effective student‐supervising teacher relationship is critical for student practicum success. Differences emerged between the most and least stressed students in terms of their reported use of coping strategies. Implications of the findings for teacher education programs are addressed.     

How meaning-oriented learning is enhanced in Dutch academic primary teacher education

The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through students’ reflection on the development of such an identity and their sharing of knowledge, not only with peers and educators, but also externally in publications, on a conference or on the Web. The present study indicates that the newly developed route to the teaching profession successfully contains elements that provoke meaning-oriented learning. The results of this study are useful for the (further) development of teacher education contexts in which the enhancement of meaning-oriented learning by student teachers is an important aim.     

Transformational practice: critical teacher research in pre-service teacher education

This article traces the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program and considers how teacher research might disrupt dominant paradigms that aim to de-contextualize teaching and offer one-size-fits-all solutions to address inequities. In particular, the article examines: the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt and complicate classroom cultures and practices; and the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. This work has critical implications in an era when teacher education programs are under attack, including: the value of drawing on pre-service teachers' lived experiences as an entry point into inquiry; creating highly localized inquiries; and positioning novice teachers as knowledgeable practitioners who are able to share research with colleagues.     

The promise of experiential education in teacher education: transforming teacher beliefs and practices

Building from the theories of Dewey and Kolb and Fry, we sought to examine the impact of experiential education in teacher education on teacher beliefs and practices. The teacher education model described in this article sets out to challenge the seduction of the apprenticeship of observation and create an opportunity for in-service teachers to re-imagine their teaching in concrete and transformative ways. Immersed in a weeklong experiential residency in either the mountains or at a local environmental education farm, the teachers in the study were challenged physically, intellectually, socially, and emotionally in and through the experience. The experiential work ultimately led to changes in teacher participants’ beliefs and practices related to teacher and student roles and potentialities. Although challenges exist for this type of practice in K-12 classrooms and in teacher education, experiential education has a significant potential to change the way teachers think about and act in their practice.     

The mathematics teacher in shadow education: a new area of focus in teacher education

Journal of Mathematics Teacher Education - This paper presents a discussion on a new focus area in mathematics teacher education, namely the mathematics teacher in shadow education (SE mathematics...     

Building a Science of Teaching: How objectives and reality meet in Finnish teacher education

Teachers play an important part in school reform. They have practical knowledge and internalised views of good teaching and learning, which guide their work and their interaction with pupils and colleagues. The foundation for this knowledge and competence is laid in teacher education. Teachers' continuing professional development is supported by in-service training, which should be linked more closely with initial teacher education. Based on the findings of national and international evaluations, the article discusses the extent to which aims and reality meet in Finnish teacher education. The article notes that teacher research produces important information in support of teacher education. Teacher education should be anchored not only in research-based education, but also in the reality of teachers' work. More researched data are needed about the everyday reality and practical knowledge of teachers working in the field.     

Towards diversity in teacher education: teacher preparation of immigrant teachers

Teacher education programs have been slow in responding to the increasing diversity in education systems and tertiary institutions. In this paper, we focus on the development of teacher education programs for immigrant teachers, drawing on interview and other data from a study of 110 teachers in programs at the Faculty of Education, University of Sydney, Australia. We argue that for teacher education programs to respond to the growing diversity they need four components: (i) ways to increase access for students from minority backgrounds; (ii) appropriate delivery modes and structures; (iii) inclusive curriculum along with a range of support programs for students; and (iv) incorporation of equity provisions into institutional structures.

Les programmes de formation des maîtres ont été lents à s'adapter à la diversité croissante des systèmes éducatifs et des institutions d'enseignement supérieur. Cette présentation est focalisée sur le développement des programmes de formation des maîtres ciblant les professeurs immigrés; elle est basée sur des interviews et autres données provenant d'une enquête effectuée auprès de 110 professeurs inscrits dans les programmes de la Faculté d'Education, à l'université de Sydney, en Australie. Notre argument est que si l'on veut que les programmes de formation des maîtres reflètent cette diversité croissante, quatre éléments sont nécessaires : (i) que l'accès à ces programmes soit facilité pour les étudiants appartenant à des minorités; (ii) que des structures et stratégies appropriées soient utilisées; (iii) que les cursus eux‐mêmes soient modifiés pour convenir à ces minorités et incluent une panoplie de programmes de soutien; et (iv) que des mesures égalitaires soient introduites dans les institutions au niveau des structures.

Los programas de educación para profesores han sido lentos para responder a la creciente diversidad en sistemas educacionales e instituciones terciarias. En este trabajo, nosotros enfocamos la atención en el desarrollo de programas educacionales para profesores inmigrantes, obtenidos de entrevistas y otros datos de un estudio de 110 profesores en programas en la Facultad de Educación de la Universidad de Sydney, Australia. Nosotros planteamos que para que los programas de educación para profesores respondan al aumento de la diversidad ellos requieren cuatro componentes: (i) se necesitan maneras de incrementar el acceso para estudiantes de origen de grupos minoritarios; (ii) se necesitan modos apropiados de distribución y estructuras; (iii) inclusive un currículo junto con un rango de programas de apoyo para estudiantes y, (iv) la incorporación de provisiones equitativas en las estructuras institucionales.

Ausbildungsprogramme für Lehrer haben nur langsam auf die wachsende ethnische Diversität in Ausbildungssystemen und pädagogischen Hochschulen reagiert. In diesem Referat konzentrieren wir uns auf die Entwicklung von Ausbildungsprogrammen für ausländische Lehrer und verwerten dabei Material aus Interviews sowie Angaben aus einer Studie von 110 Lehrern in Ausbildungsprogrammen an der pädagogischen Fakultät der Universität in Sydney, Australien. Wir argumentieren, dass vier Faktoren notwendig sind, damit diese Ausbildungsprogramme auf die wachsende ethnische Diversität eingehen: (i) benötigen wir Wege zu Erleichterung des Zugangs für Studenten, die einer ethnische Minorität angehören; (ii) angemessene Lehrmethoden und‐strukturen; (iii) ferner einen umfassenden Studien‐ und Lehrplan mit verschiedenen Hilfsprogrammen für Studenten, und (iv) die Eingliederung von Gleichheitsmaßnahmen in institutionelle Strukturen.     

From assistant teacher to teacher: challenges and pathways in situated pre-service teacher education

Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student’s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning.     

How learning conditions and Program structure predict burnout and satisfaction in teacher education

To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed.     

Institutional racism and anti-racism in teacher education: perspectives of teacher educators

This paper focuses on the issue of institutional racism in the Irish education system. Drawing on insights from Critical Race Theory, the views of a sample of teacher educators in the Republic of Ireland were sought in relation to the existence of institutional racism in the Irish post-primary system and the extent to which anti-racism permeates teacher education programmes. Findings suggest the need for a form of deep engagement with anti-racism issues in the education of student teachers and the difficulties of doing so in the current structure of the Postgraduate Diploma in Education.     

How critical thinking,multicultural education and teacher qualification affect anti-immigrant attitudes

Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/ racism affects attitudes, but not when simultaneously controlling for teaching about critical thinking and religions/cultures. In terms of teacher qualification, we find that students in schools with a high proportion of certified teachers tend to have lower levels of anti-immigrant attitudes.