Teacher learning in collaborative curriculum design

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.     

Teacher consultation and cognitive-behavioral interventions with aggressive boys

This study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive-behavioral and social problem-solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem-solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive-aggressive off-task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatment effects.     

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.     

Teacher collaborative inquiry as a professional development intervention: benefits and challenges

The paper reports on a collaborative learning project coded as the teacher inquiry community that was carried out over a year in a private higher education institution to improve the professional capability of language-based subject teachers. Nine teachers completed the project all of whom were females and shared work experience of 2–29 years. Six of them held some form of qualification in education, and all except for one possessed at least a basic degree in some field. The study focused on three questions namely teacher benefits, impact of practice, and application of solutions. Findings revealed that the former two questions were well substantiated for most teachers, but the same thing could not be said of the third. While a number of senior teachers benefitted at the level of classroom implementation, the others explained away their inability to incorporate new ideas in their teaching. Individual characteristics and personality, and culture seemed to make a difference. However, the study concluded that the collaborative learning model could serve as a viable mechanism for the teachers’ professional development.     

Teacher question and student response with regard to cognition and language use

In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being conducted. During experiments, teachers?? questions were aimed at prediction and reasoning. In contrast, teachers used primarily closed-ended questions when science skills were being practiced and during science book readings, when their questions were oriented toward recognition and recall of factual information. The effects of the teachers?? questions can be seen in the students?? responses. When questions were open-ended, students employed a more varied vocabulary and more complex sentence structures. When teachers?? questions were oriented toward prediction and reasoning, students practiced these higher level cognitive skills in responding. Based on these findings, we provide recommendations for teaching practice in early childhood science education.     

Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A collaborative self-study of practicum supervision by faculty

In our pre-service department, university practicum supervisors are faculty members who offer academic, social, and personal support to teacher candidates during their year-long program. Their role is described as one designed primarily to provide formative assessment and feedback to improve classroom practice and reflection on practice. This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about our work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty. New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.     

关于师范教育向教师教育转型的思考

我国传统师范教育体系与社会发展需求存在明显差距。“师范教育”的终结性和一次性的教师培养模式,难以适应全面推进素质教育和创新教育的要求。建立开放的教师培养模式与教师职业专业化、教师职前职后一体化的终身教育理念,是由“师范教育”向“教师教育”转型的先决条件。     

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。     

从中小学教师到教师教育者的关键转变——实习指导教师培训:美国做法与有效策略

实习指导不是课堂教学的简单延伸,从中小学教师到教师教育者的关键转变有一个过程。实习指导是看不见的、复杂的专业行为,而非简单的、个人的师傅带徒弟。实习指导教师需要专门支持去开发他们作为教师教育者的知识、能力和性向。因此,实习指导教师培训是必要的,也是必须的。美国的实践表明,实习指导教师培训应该启发思维而非传授技巧、实习指导教师培训应该坚持长期性原则、实习指导教师培训依赖中小学校与大学深度合作。在我国,实习指导教师培训也应该成为教师教育重要组成部分,并尽快建立实习指导教师培训相关制度。     

促进教吵币专业发展的教师自评体系解构

2001年颁布的《基础教育课程改革纲要（试行）》中明确提出：“建立促进教师不断提高的评价体系”、“建立以教师自评为主”的评价制度,这表明了教师自评在教师专业发展中的重要作用。以教师专业发展及教师自评的理论为基础,从教师的专业情意、专业知识与专业技能三个方面,对教师自评体系进行解构,可以促进教师的专业发展。     

From Teacher to Teacher Educator: Reframing knowledge in practice

This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in their decision-making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. Our initial paper described the theoretical framework, methodology, and two categories of findings—institutional context and shifting role identification. This paper builds on those insights by addressing the frames of understanding and knowledge employed in this transition, and how these frames informed the decisions made in the arena of teacher education practice. We also explore the implications of these findings by discussing the need for support as educators make the transition from teacher to teacher educator.     

教师道德释义对师德建设的启示

师德建设的前提是对教师道德的认识,教师道德概念上的认识模糊影响师德建设的成效,通过对教师和道德在词源上发展变化来对教师道德进行释义,纠正师德就是教师职业道德简称的不正确说法,对教师道德概念进行界定,在对教师道德重新释义的基础上,阐释教师道德的内涵,进而提出师德建设目标要自我发展与道德发展同步、师德建设内容要个体道德与专业道德兼顾、师德建设方法要主体反思与团体互助结合和师德建设途径要规范制约与职场实践并重的主张,视师德建设为教师职业生命历程的理解与诠释,师德建设不是对教师道德的约束而是一种促进,是对教师职业生活的提升.     

从学生到教师的嬗变:日本教师入职的衔接机制

加强初任教师的教育实践能力是确保其能够胜任教学岗位的必要条件,也是职前教师教育与职后教师发展顺利衔接的关键.日本在教师入职衔接上所采取的各种措施,尤其是如何保证初任教师教育实践力发展上的经验,有其独到之处,值得借鉴.     

Using professional practice frameworks to evaluate consultation

Within the United Kingdom (UK), recent socio-legislative changes have led to increased trading of educational psychology services (EPSs) and greater focus on accountability. However, the impact of educational psychologists’ (EPs’) practice can be difficult to ascertain, particularly within consultation where resultant actions are often implemented by other professionals. This action research, conducted within two EPSs, sought first to find possible frameworks for evaluating consultation, via literature review. Thereafter, qualitative and quantitative data were collected and analysed with EPs, leading to the identification of two preferred frameworks: Appreciative Inquiry (AI) and the Constructionist Model of Informed Reasoned Action (COMOIRA), which were piloted and reviewed. In the final research phase, focus groups considered their usefulness as evaluation tools. Despite some promising findings, variation amongst EPs’ views about their applicability, perhaps influenced by previous familiarity with the frameworks, suggested the need for further research in this area.     

教师聊天,教师发展：一个教师学做科研的行动研究报告

鼓励普通教师积极参与科研是目前国内外教师发展的主题,通过一个教师第一次开展一个行动研究的过程记录,详细报道了此教师如何通过同事间私下聊天这种交流方式消除职业孤独、增强反省和解决教学问题的能力,成为善于合作的自信积极的人。通过系统对比分析专业研究者和普通教师研究者的科研条件和目标的区别,提出教师研究、教师发展的运动必须尽快树立教师友善的研究评估标准,以确保科研不会变成教师肩上的新负担、真正促进教师职业发展。     

教师专业认同：教师教育改革的新视角

教育理论研究的深入和教育实践的迫切需要使得对教师专业认同的研究成为当今教师研究的重点之一。教师专业认同具有动态发展性、个体性和能动性,是提升教师生命意义的内在基础。我们应从关注教师的自我认同、注重职前专业学习和初任教师实习的经历、注重教师的实践性知识三方面反思和改善教师教育。     

Maltreatment of children with disabilities: training needs for a collaborative response

PROBLEM STATEMENT: There is a dearth of research on how to respond to children with disabilities who have been maltreated. The literature that does exist recommends a collaborative team approach, with each team member possessing a broad understanding of the special considerations of working with children with disabilities. The literature does not define current understanding levels of response team members in comparison to essential knowledge levels. METHOD: The current study used a needs assessment instrument tailored to each of three key groups: parents, educators, and investigators. Respondents were asked about their knowledge level, experience with, and training interests on maltreatment of children with disabilities. RESULTS: While respondents seemed to have a cursory awareness in some of the topic areas, their knowledge levels were not extensive in most of the survey areas. A majority of respondents were willing to attend training, and all three groups ranked the recognition of maltreatment of children with disabilities as a top training priority. CONCLUSIONS: It was concluded that these integral players in the response to maltreatment of children with disabilities are receptive to becoming more effective partners, by attending training to bridge the knowledge gaps they possess. The current study helps document the nature of those knowledge gaps and, thereby informs the development of training programs for building a more coordinated and informed response to maltreatment of children with disabilities.     

Hints to the New Teacher

Although the actual causes of alienation are complex and perhaps situation-specific, recent research clearly demonstrates connections between adolescent alienation and the school environment. With public concern over increases in teenage suicide, alcohol and drug abuse, pregnancy, and violence, schools must find ways to decrease students' feelings of alienation, if possible.

Proposed here are nine interventions that address many of the issues surfacing in research on alienated adolescents' perceptions of the school environment. All nine can be implemented fairly easily; the resources are available to nearly every school in the country. There is little that we, as educators, can do about students' socioeconomic status, ethnic affiliation, or academic ability. What we can change, however, is the school setting—students' relationships with each other, teachers' relationships with students, the learning experiences provided in the school, and the attention given to student concerns.