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This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms that benefit marginalized children of color may require the mobilization and participation of parents and communities of color as well as their teacher-advocates. Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them. They know when you're not pretending. You don't turn off realness. Paulette I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do it like that. When kids believe you think they can learn, they will. Samuel We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen  相似文献   

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The purpose of this paper is to describe a two-year investigation of pre-service teachers in mathematics. Of particular interest is the degree to which the NCTM (1989) Curriculum and evaluation standards for school mathematics, the NCTM (1991) Professional standards for teaching mathematics, and other reform agendas impact pre-service teachers' thinking and practices. The beliefs, perceptions, philosophies, and classroom actions of four cohorts of student teachers (n = 44) were examined throughout this 2year study. Of particular interest were the pressure student teachers felt to implement the Standards in their teaching, their perceptions of their own teaching with respect to the Standards, the content of their lessons, and the impact of cooperating teachers on the development of the student teachers. Data was collected through a variety of sources, organized and analyzed in the spirit of ethnographic work. Data was generated through classroom observations, pre- and post-lesson conferences, lesson plans, seminar sessions, survey questionnaires, and informal conversations. A minimum of four classroom observations were made for each participant. Analysis of the data revealed general agreement among the student teachers in their regard for the Standards. Although they appeared to affirm the goals, content and recommendations contained therein, they almost uniformly suggest that they lack the tools to implement the Standards appropriately in the classroom. The consistency in the types and content of lessons observed appeared to validate this concern. An overwhelming majority of the lessons observed bore little or no resemblance to the values so highly espoused by the student teachers. Student teachers perceived notable pressure from the education program to include the Standards in their teaching practices, while feeling little pressure from cooperating teachers. They also point to cooperating teachers as the most significant influence on their teaching.  相似文献   

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Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers’ views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result of continuous connection making. However, in contrast to the popular view which separates understanding into conceptual and procedural, Chinese teachers prefer to view understanding in terms of concepts and procedures. They place more stress on the process of concept development, which is viewed as a source of students’ failures in transfer. To achieve mathematical understanding, the Chinese teachers emphasize strategies such as reinventing a concept, verbalizing a concept, and using examples and comparisons for analogical reasoning. These findings draw on the perspective of classroom practitioners to inform the long-debated issue of the meaning of mathematical understanding and ways to achieve mathematical understanding.  相似文献   

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高校思想政治理论课教师胜任力模型构建   总被引:4,自引:0,他引:4  
为了落实中共中央宣传部、教育部《关于进一步加强高等学校思想政治理论课教师队伍建设的意见》,为教师准入、培训、绩效考核提供依据,借鉴国内外胜任力理论的研究成果,采用问卷调查和特尔菲法,得出高校思想政治理论课教师胜任力模型,包括职业道德、个人特质、政治素养、专业知识、专业技能、师生和谐六个维度。  相似文献   

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This article links two areas of contemporary interest in mathematics education. These are respectively; mathematical characteristics of prospective teachers, and the notion of levels of understanding.The study reported here considered questions relating to the mathematical appreciation of successful students at both senior secondary (university entrance) and tertiary level. The tertiary students were graduates embarking upon a post-graduate course of teacher-training.It was found that response patterns were stable across a variety of institutions, geographical regions (Australian States), and education systems. Mathematical malfunctions present among secondary graduates were found to exist in substantially the same proportions among the graduate teacher trainees. It was found that the type of understanding sought in this study was not enhanced merely by taking more mathematics courses. The problem of recycling of attitudes and mathematical misconceptions within the secondary teaching structure is addressed, and the question of the approach to the study of mathematics at both secondary and tertiary level is raised as a matter of continuing concern.  相似文献   

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新时期,重新审视学生思想政治工作在学生工作中的地位和作用,树立学生工作的新理念,在新形势下突出思想政治教育队伍的重要性,做好高校学生思想政治教育工作,显得尤为重要。首先,"两课"教师要有明确的政治性、重视研究性、注重教育实效性;其次,辅导员要向职业化、专业化、专家化方面发展;再次,"两课"教师和辅导员要有机结合。  相似文献   

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This article presents the results of an investigation carried out across 20+ country-regions under the auspices of ICMI Study 15 into the structures, approaches and general characteristics of the mathematics preparation and development of teachers. We use a global framework provided by the larger research literature on teacher education to contextualize the findings. The article provides an analytic perspective on (a) teacher education systems’ characteristics including institutional arrangements and regulations; (b) teacher’s recruitment, selection, and credentials; (c) teacher education programs’ structure and approaches; (d) teacher educators’ characteristics; and (e) the structure and content of the curriculum. This article highlights the important differences and similarities across systems that provide mathematics education and development to teachers. This article concludes with a discussion on implications for future empirical research on mathematics teacher education.  相似文献   

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Siegler's rule assessment methodology was used to investigate the cognitive effects of a 32 hour mathematics in-service workshop on 28 elementary shool teachers. This paper reports on attempts (a) to assess the levels of cognitive understanding of the basic concepts of proportion, probability, and correlation among elementary teachers, and (b) to change teachers' levels in understanding these concepts by a method of direct instruction. Significant improvements were noted in the levels of cognitive development associated with the concept of proportion. Though nonsignificant improvements were noted in the concepts of probability and correlation, all the teachers were assigned to the highest cognitive rule associated with the probability concept at the end of the workshop.  相似文献   

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In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that both groups of teachers are different in how they direct the student’s attention toward the essential aspects implied in the resolution of word problem. On the one hand, the in-service teachers guaranteed students’ understanding of the problem before dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service teachers allowed a high level of student participation, while student teachers took a more prominent role so children’s participation was lower.  相似文献   

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高等职业教育的人才培养模式赋予了思想政治教育工作新的要求和新的特点,而高职院校思想政治教师队伍中还存在一些不容忽视的问题,影响了教育教学效果。因此,要从多个层面和角度去完善教师队伍建设,才能做到与时俱进,实现可持续发展,完成思想政治教育的目标。  相似文献   

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Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions concerning the supervision of student teachers are made along with recommendations for further research.  相似文献   

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作为深藏于高校课程思政教师政治素质最深层次的政治品格和精神气质,政治底蕴主要借助于教师的政治方向感、政治敏锐性和政治是非观等为课程思政根本性质和教师主体自觉提供稳固而持久的内在保证.随着课程思政的全面推进,厚植高校课程思政教师的政治底蕴既是党和国家的政治要求,又是来自教育哲学的理论要求,还是课程思政实践中的现实要求.厚植高校课程思政教师的政治底蕴,需要教师自身注重反思性实践,高校积极搭建教师合作平台,教育部门组织有效教师培训.  相似文献   

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高职思政教师学习、成长与分享成长模式倡导的是一种成长导向、双轮互动、共学共进的德性修炼模式。文章具体从准确定位职业追求职业的内价值、加强职业修养,打造德性品牌、开展职业化修炼,提升职业能力等三个方面探讨该德育模式。  相似文献   

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教师是第一位的课程资源。数学教师要确立课程资源的意识,提高开发课程资源的能力,使自己的知识素质结构不断充实优化,心理及人格素质不断升华提高,促进数学课程资源的开发利用。  相似文献   

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