我国教师发展学校近十年的探索之路

基于美国教师专业发展学校(PDS),结合我国国情而创建的教师发展学校(TDS),实践中走过近十年的探索之路。回溯历史,陶行知晓庄学校"教学做合一"的教育模式蕴涵着教师发展学校的理念;总结经验,教师发展学校之建设经验与目标、架构体系与策略发人深省;展望未来,教师发展学校理应成为教师教育一体化发展的必然选择。     

谈高职学校《数据结构》教学中思维能力和学习兴趣的培养

作者结合高职学生的特点,依据《数据结构》课程的教学目标,从教学实践出发,对《数据结构》课程教学中学生思维能力和学习兴趣的培养提出了一些具体措施和方法,以期加强“数据结构”课程建设。     

Elaborating a model of teacher professional growth

This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.     

Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching

Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of professional collaboration intentionally integrated into a one-year preservice teacher education program working in two elementary schools. Analysis of 23 teacher candidates' written reflections, focus group interviews, and classroom observations indicated that supported by collaboration with colleagues, they developed the skills and commitment to teach each student for understanding. Based on our research, we propose a shift in teacher education toward collaborative inquiry about teaching and learning within school/university partnerships.     

澳门教师专业发展新动向评析——基于《非高等教育私立学校教学人员制度框架》的分析

文章对澳门《非高等教育私立学校教学人员制度框架》颁布的背景、主要目标、内容和特点作了简要述评。阐述了该法案对培养澳门私立学校未来教师和促进教师的专业持续发展所具有的重要意义,体现出澳门教师专业发展"以人为本"的原则和终身持续发展的理念,从而促进澳门教师教育逐步走上规范化和专业化的轨道。     

Mathematics teachers’ “learning to notice” in the context of a video club

This study examines changes in teachers’ thinking as they participated in a video club designed to help them learn to notice and interpret students’ mathematical thinking. First, we investigate changes in teachers’ talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which teachers learned to notice students’ mathematical thinking in this context: Direct, Cyclical, and Incremental. Finally, we explore ways the video club context influenced teacher learning. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development.     

The Pedagogy and Pleasures of Teaching a 21st-Century Skill

Since at least the 1990s, voices both inside and outside the academy have vigorously debated whether the university has the responsibility to educate students in ‘transferable skills’ in addition to disciplinary content. Lists of these skills often include critical thinking, problem solving, collaboration, and innovation, and, almost always, communication, this article's focus. I briefly review the debate on whether such skills should be a prominent part of the university curriculum, and specifically address one argument advanced by the critics—that these skills cannot be taught. I describe my experience teaching communication relying on research-based practices and reflect on what it means to teach transferable skills in the digital age, as pedagogy changes and the university extends its reach. The article concludes with a recommendation to expand the teaching and learning of transferable skills and suggests how this can be accomplished.     

Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities

This paper explores the concept ‘pedagogical cultural identity’ as one that embeds cultural knowledge and lived experience into pedagogical practice. Four narratives were constructed from fifteen in-depth interviews with early career Aboriginal teachers who completed their Aboriginal Studies teaching degree at the University of Sydney. The study found that these teachers enacted their habitus, harnessed their social and cultural capital, and mobilised their relationship building skills in the construction of their professional identity. Significantly, contextual power relations influenced the enactment of a pedagogical cultural identity, challenging assumptions of a presumed identity claim by exploring its potential and limitations.     

Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

Abstract:

The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES =.22) and 12 (ES =.24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.     

Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong

This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices.     

专业发展学校与美国教师教育的发展

20世纪80年代末期以来，美国教师教育发展和改革中出现了一种新的培养模式-专业发展学校，它是通过强化教师教育机构与中小学的合作伙伴关系，共同培养教师，开展合作研究而建立起来的，专业发展学校的建立预示着国际教师教育发展的一个重要趋向，本文就美国专业发展学校设立的原因背景，发展状况，标准，作用加以阐述，并就美国教师教育的发展提出若干思考。     

让计算思维为智能时代的教育赋能--ISTE《计算思维能力标准(教育者)》解读及启示

国际教育技术学会(ISTE)于2018年发布了《计算思维能力标准(教育者)》,这是国际范围内首个以计算思维命名的标准文本,对指引智能时代的计算思维教学具有里程碑意义。《计算思维能力标准(教育者)》旨在为智能时代的教学变革提供路线图,分别从智能时代计算思维教育者的五种身份——计算思维学习者、教育公平的领导者、围绕计算的协作者、创新者与设计者、计算思维与课堂教学融合的促进者入手,围绕计算思维、公平的领导者、围绕计算的协作、创新与设计及融合计算思维,界定了教育者应具备的计算思维能力。该《标准》的启示在于:就教师专业发展而言,要明确计算思维教育者的多重身份,履行相应职能;构建教育者计算思维能力发展框架——CTPACK,在学科教学中有效落实计算思维;以计算思维为牵引,带动数据素养与人工智能素养的共同提升。就学科建设而言,在信息技术学科中有效落实计算思维,促进计算思维与学科教学的深度融合,加深跨学科活动设计,从而推进学科间的协同发展。     

21世纪英国职业学校教师“专业能力”标准探析

英国职业学校教师标准从教师＂专业能力＂视角切入,以教师＂专业能力＂成长为核心,从教师的专业品质、专业知识与理解、专业技能三个方面,根据教师不同职业生涯阶段,划分为五个发展层次;其教师专业能力标准具有层次性、系统性、操作性的特点,以期对当前我国职业学校教师专业标准的研究具有一定的启发性。     

Video as a tool for fostering productive discussions in mathematics professional development

This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.     

Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.     

高中语文课程改革新论

高中语文课程改革是义务教育阶段语文教育改革的延伸和深入.由于学生的阅历与知识结构、信息渠道与信息整合能力、理解与分析问题能力的不同,高中生已经养成了自学与独立思考的怡情养性习惯,具备了"自学"与"自教"语文的能力.教师的任务不是去牵制他们,而是放心、放手去发现、培养、提高他们独立学习语文的能力.     

Great expectations: Teacher learning in a national professional development programme

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. Research participants reported difficulties, however, in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning. It is argued that these limitations were rooted in an inconsistent theory of learning that underpinned the programme and a failure to conceptualise teachers as ‘lead learners’ in schools. Wider implications for the design of teachers’ professional development are considered.     

关于IRQA在高中英语课堂中的实施研究

课堂提问是培养学生思维的重要手段.IRQA师生互动模式能有效提升课堂讨论的思维含量.本文以十节高中英语优质课为研究对象,分析IRQA模式在高中英语教师课堂上的实施情况,分析高中英语教师的课堂提问情况、学生在课堂上的回答情况、学生第一思考和第二思考情况.这些均为IRQA模式能否成功实施的关键因素.研究结果表明:现教师追问...     

Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education

A key challenge for teachers is the on-the-fly assessment of student learning. Video-based simulations may provide a tool for measuring assessment skills and a basis for learning environments in teacher education. Based on the framework for teaching practice by Grossman et al. (2009), considerations for designing video-based simulations that balance authenticity and cognitive demand are derived. Results show that participants perceived the developed simulation as authentic, were mostly able to rank students according to their overall mathematical argumentation skills and showed potential for learning in their detailed assessment of students. Thus, results indicate the internal validity of the video-based simulation.     

More than just a group: teacher collaboration and learning in the workplace

Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning.