THE USE OF TELEVISION IN STAFF DEVELOPMENT

This paper takes closed‐circuit television as a particular example of media services support and argues that it can, and should, play a major role in staff development in further and higher education. Three main areas of use will be considered:

1. (1) an “active” role for television in the acquisition of teaching skills, e.g. in microteaching and other simulation exercises;

2. (2) a more passive role in terms of television as a recorder of events, e.g. in interaction analysis and self‐evaluation;

3. (3) collaborative ventures between media service units and other members of staff, e.g. in the production of programmes on learning packages

     

盐城师范学院

盐城师范学院是一所省属公办高等师范本科院校,坐落在江苏沿海开放城市盐城市市区。学院现有通榆和新长两个校区,占地面积1400多亩,校舍建筑面积58万平方米。学院现有全日制普通本科学生2万余人。设有文学院、经济法政学院、社会学院、外国语学院、音乐学院、美术学院、教育科学学院、数学科学学院、物理科学与电子技术学院、化学化工学院、生命科学与技术学院、城市与资源环境学院、体育学院、信息科学与技术学院、商学院等15个二级学院,1个民办二级学院黄海学院。学院现有46个本科专业,其中师范类专业16个,非师范类专业30个。     

CONCEPTIONS OF THE STUDY OF JEWISH TEXTS IN TEACHERS PROFESSIONAL DEVELOPMENT

The proliferation of the study of Jewish texts in settings of teachers professional development poses a challenge for teacher educators. What is the study of these texts to provide for teachers?     

SRHE CONFERENCE ON STAFF DEVELOPMENT IN INSTITUTIONS OF HIGHER EDUCATION

The Annual Conference of the Society for Research into Higher Education (SRHE), held from 15 to 16 December 1976 at the University of Surrey, was concerned with the problem of staff development in institutions of higher education with particular reference to the United Kingdom.

The below information is based on papers presented at this meeting.     

SRHE CONFERENCE ON STAFF DEVELOPMENT IN INSTITUTIONS OF HIGHER EDUCATION

The Annual Conference of the Society for Research into Higher Education (SRHE), held from 15 to 16 December 1976 at the University of Surrey, was concerned with the problem of staff development in institutions of higher education with particular reference to the United Kingdom.

The below information is based on papers presented at this meeting.     

STUDENT EVALUATION OF TEACHING IN AN AUSTRALIAN UNIVERSITY ‐‐ STAFF PERCEPTIONS AND REACTIONS

At the University of Queensland staff have had the opportunity since 1982 to make use of a standardised questionnaire to students to get feedback on their teaching. The questionnaire was developed and is organised in such a way that it may be used in promotion applications, as evidence of teaching ability in the annual appraisal of probationary staff by the head of department, and for personal feedback. After one year of operation interviews were held with all those who had used the questionnaire. Their attitude to evaluation of teaching was overwhelmingly positive and differed sharply from the way they perceived their department's and the University's attitude to be. Staff, on the whole, acted on the feedback received from their students by changing the course organisation and content, aspects of classroom teaching or their attitude. Many felt more confident about their teaching as a result of the evaluation, and for many the questionnaires were the only source of feedback and encouragement.     

技能大赛研究与职业院校教师专业发展

技能大赛研究既是职业院校教师学科知识发展的重要途径之一,也是教师专业能力提升的重要途径。职业院校应充分利用技能大赛资源,加强研究,促进教师专业知识发展。     

安徽省高校教师身体成分与健康现状分析与对策

为了解高校教师身体成分与健康现状,促进教师身心健康,本研究采用实验法,文献资料法和统计法对安徽省高校教师身体成分与健康现状进行了分析和研究.结果表明:教师的体重总体偏高,脂肪与去脂体重两部分的比例不适宜,去脂体重偏低,体脂重偏高,营养过剩导致肥胖的问题非常普遍.提出加强身体成分与健康的知识宣传,在合理营养的前提下,有氧耐力运动结合抗阻力量练习可以有效的控制身体成分,增进健康.     

INTERNATIONAL CO‐OPERATION IN HIGHER EDUCATION ‐ EXCHANGE OF UNIVERSITY STAFF AND STUDENTS

The following article is an abreviated version of the paper prepared by Professor M.G. de Ferra, Rector of the University of Trieste for the Consultation on Inter‐University Co‐operation in Europe organized by CEPES on 13 and 14 September 1978 in Paris.     

高校扩招后的青年教师工作探析

高等学校的性质和任务决定了教师既是学校教学科研任务的主体,也是办好大学的主要依靠力量,而高校青年教师是新世纪的中坚力量,因而必须认真研究和分析高校青年教师的思想、业务、结构和心理状况,建立有效的激励机制,积极引导他们在事业上获得成功,鼓励他们自觉接受继续教育,正确化解他们的心理矛盾,从而充分调动他们的积极性和创造性,使他们能在未来的事业中担负起历史赋予的使命和责任.     

DEVELOPMENT AND FORMS OF INTERNATIONAL CO‐OPERATION IN HIGHER EDUCATION IN THE USSR

In Soviet higher education, the policy of international contact constitutes an important element throughout the State programme of international co‐operation. The following article presents the main forms of and recent developments in this co‐operation. It is based on an article written by N.N. Sofinski, Deputy Minister of Higher and Specialized Secondary Education in the USSR.     

UNIVERSITY TEACHERS AND HIGHER EDUCATION INTERNATIONAL NETWORKS

Various types of international networks are presented. Those having been built by faculty members themselves within the European Union are particularly stressed. They might consist of specialized contacts or be related to a specific scientific field or to general relations, such as sponsors, ministries, the European Union, specific companies, etc. Three steps in the process of international network building are described: internal review, partner review, and the formulation of a business plan. Problems that may occur in international networking are evoked. Certain practical networking skills are analyzed, particularly those which are relevant when networking in culturally different countries such as those of central and eastern Europe or of Asia. The need to use electronic multimedia to facilitate international networking is discussed in the final part of this article.     

PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS AS A REFLECTION OF LARGE-SCALE ASSESSMENT

Professional development (PD) of teachers comprises a major challenge in many countries. The empirical relations between teaching–learning processes and student achievements occupy educators who construct teachers’ in-service training programs. Student achievements serve as a measure for testing improvements in learning. Many investigators view teachers’ content–didactic knowledge as influencing the quality of teaching and student achievements. Large-scale assessments (national and international evaluation frameworks) in the Israeli educational system offer teachers opportunities for improving their teaching–learning processes and student achievements. We developed a program for the PD of science teachers based on the curriculum and large-scale assessments. The model is long term and integrates theoretical and practical knowledge. The activities should be effective and cooperative and should use diverse teaching methods and integrate advanced technologies. This article presents considerations for the construction of the program, its goals, its performance, teachers’ reports on the components, and the contribution of the program’s components to their PD.