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1.
Heidi B. Carlone Julie Haun-Frank Sue C. Kimmel 《Cultural Studies of Science Education》2010,5(4):941-965
Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’
difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence
that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories,
commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education
reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived
science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties
of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy
and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’,
‘working the system’ to teach in ways that were consistent with reform-based science. 相似文献
2.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
3.
Nam-Hwa Kang MaryKay Orgill Kent J. Crippen 《Journal of Science Teacher Education》2008,19(4):337-354
A survey instrument using everyday teaching scenarios was developed to measure teacher conceptions of inquiry. Validity of
the instrument was established by comparing responses for a group of secondary teachers to narrative writing and group discussion.
Participating teachers used only three of the five essential features of inquiry detailed in the standards documents (NRC
2000) when expressing their ideas of classroom inquiry. The features of ‘evaluating explanations in connection with scientific
knowledge’ and ‘communicating explanations’ were rarely mentioned. These missing components indicate a gap between the teachers’
conceptions of inquiry and the ideals of the reform movement. 相似文献
4.
A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers’ motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important aspect. This article, therefore, focuses on the development and validation of a Dutch questionnaire for teachers’ motivations for teaching in higher education. The questionnaire is based on three earlier developed questionnaires, including the following motivational aspects: efficacy, interest, and effort. Confirmatory factor analyses were conducted with the data of 231 higher education teachers. The results of our explorative study showed that after modifications, including the removal of two out of three efficacy-aspects (‘outcome efficacy’ and ‘teaching efficacy’), this instrument is sufficiently reliable and valid to use in educational practice and research. Future research into the use of the questionnaire in different contexts is desirable. 相似文献
5.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
6.
Keith R. Leatham 《Journal of Mathematics Teacher Education》2006,9(1):91-102
This article discusses theoretical assumptions either explicitly stated or implied in research on teachers’ beliefs. Such
research often assumes teachers can easily articulate their beliefs and that there is a one-to-one correspondence between
what teachers state and what researchers think those statements mean. Research conducted under this paradigm often reports
inconsistencies between teachers’ beliefs and their actions. This article describes an alternative framework for conceptualizing
teachers’ beliefs that views teachers as inherently sensible rather than inconsistent beings. Instead of viewing teachers’
beliefs as inconsistent, teachers’ abilities to articulate their beliefs as well as researchers’ interpretations of those
beliefs are seen as problematic. Implications of such a view for research on teacher beliefs as well as for the practice of
mathematics teacher education are discussed.
This article is based on the author’s doctoral dissertation completed at the University of Georgia under the direction of
Thomas J. Cooney. Parts of this article were presented at the 2004 meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (Toronto, Canada). 相似文献
7.
Educational reform in Singapore: from quantity to quality 总被引:1,自引:1,他引:0
Pak Tee Ng 《Educational Research for Policy and Practice》2008,7(1):5-15
In 2004, Prime Minister Lee called teachers to “teach less” so that students might “learn more”. In 2005, the Ministry of
Education clarified this philosophical statement to mean transforming learning from quantity to quality—“more quality and
less quantity” in education. This is in line with the national vision of ‘Thinking Schools, Learning Nation’. This policy
initiative, which began in 2004, is set to change the fundamental nature of education in Singapore. This article discusses
this initiative, its major implications for schools in Singapore and the challenges to be addressed in the implementation
of the policy. In particular, the article discusses the issues of understanding an engaged learning paradigm, establishing
signposts for the shift from quantity to quality and the difficulties of system-wide transformation. The challenge for schools
is to go beyond the form of the initiative to bring real, substantial and sustainable educational change through this movement. 相似文献
8.
Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint 总被引:1,自引:0,他引:1
Kazi Enamul Hoque Gazi Mahabubul Alam Abdul Ghani Kanesean Abdullah 《Asia Pacific Education Review》2011,12(3):337-348
This study seeks to describe the teachers’ professional development activities in Bangladesh and explores the hypotheses about
the relationship between teachers’ traditional professional development activities and school improvement. Data from a representative
sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers. Hierarchical multiple regression analysis
was used in this research. This study found significant impacts of some of teachers’ professional development activities on
school improvement. Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers’
collaboration, in-service training and classroom observation and less emphasis on individual action enquiry. The findings
of this study provide important information for the policy makers, educational managers and especially for the headmasters
and teachers concerned with the improvement of teachers’ quality in secondary schools of Bangladesh. This study adopts a concurrent
approach of data collection and analysis. 相似文献
9.
This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program.
As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject
matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties
reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence
to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning
a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on
one’s learning should be an integral part of teachers’ professional development experiences. 相似文献
10.
Jun Yang 《Frontiers of Education in China》2006,1(1):140-152
Balanced allocation of fundamental education teachers is one of the most important ways to achieve the highest quality of
compulsory education. It also guarantees an accelerated achievement of a balanced development of fundamental education. In
poverty-stricken areas of ethnic minorities, unbalanced teacher allocation is a major factor that restricts the development
of fundamental education. The establishment of policy system, investment mechanism, and teachers’ training mechanism can be
an effective way to promote balanced teacher allocation and to achieve a balanced development of fundamental education in
poverty-stricken areas of ethnic minorities.
Translated from Journal of Research on Education for Ethnic Minorities, 2005: 3 相似文献
11.
David S. Bolden Tony V. Harries Douglas P. Newton 《Educational Studies in Mathematics》2010,73(2):143-157
Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore
and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions
of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these
were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’
conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching
creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to
enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity
in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during
pre-service education if teachers are to meet the expectations of government as set out in the above documents. 相似文献
12.
National and international reform documents have forged blueprints for advancing science education. Coursework for preservice
teachers needs to correspond to these documents by providing learning experiences that develop preservice teachers’ capabilities
to plan and implement reform measures. Using a pretest–posttest design, responses from 59 2nd-year preservice teachers from
the same university were compared after involvement in an elementary science pedagogy coursework. The survey, which was linked
to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development
towards becoming elementary science teachers. A pretest–posttest survey linked to course outcomes can be employed to assess
perceived pedagogical development of preservice teachers, which can inform further teaching practices for implementing science
education reform agendas. 相似文献
13.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
14.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
15.
Chuan-bao Tan 《Frontiers of Education in China》2006,1(3):439-446
The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human
education. The conceptive transition from the general “occupational ethics” of teachers to “professional ethics” is actually
an important aspect of the transition from experience-based to expertise-based teachers. The establishment of teachers’ professional
ethics bears the same historical inevitability as the movement of teachers’ professionalization. Complying with this trend,
we ought to promote the establishment of teachers’ professional ethics specifically in view of the improvement in their living
conditions and professional development.
__________
Translated from Educational Research, 2005 (1) 相似文献
16.
Enhancing Teacher Performance: The Role of Professional Autonomy 总被引:2,自引:0,他引:2
Current teacher accountability initiatives such as those included in the “No Child Left Behind” legislation in the United
States create particular difficulties that impact deleteriously on the performance of professional educators. The quality
of public education is undermined when teachers are held accountable to an external authority rather than to themselves, their
colleagues, and their professional associations. In this article, and in response to this concern, we argue that for teachers
to strengthen their classroom performance, policy renewal is required on two separate fronts: first, we must restructure teachers’
working conditions to support autonomous professional activity related to education; and second, teachers, both individually
and collectively, must accept the concomitant responsibility to pursue personal professional development to improve their
pedagogical work. 相似文献
17.
Patricia S. Moyer 《Educational Studies in Mathematics》2001,47(2):175-197
Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions
about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study
examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore
how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors
indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent
mathematics concepts themselves. The teachers communicated that the manipulatives were fun, but not necessary, for teaching
and learning mathematics.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
Dimitra Spiropoulou Triantafyllia Antonakaki Sophia Kontaxaki Sarantis Bouras 《Journal of Science Education and Technology》2007,16(5):443-450
This paper reports on research concerning Greek in-service Primary teachers’ perceptions about environmental issues and attitudes
towards Education for Sustainable Development. A questionnaire with multiple-choice and open-ended questions was used in order
to gain more comprehensive understanding of their thoughts. The analysis of data revealed that teachers hold misunderstandings
or misconceptions of the conceptual meaning of the terms “sustainability” and “renewable source of energy”. Furthermore, the
implementation rate of environmental programs in schools is relatively low considering teachers’ interest in the issues. This
is due to lack of familiarity with new methodological approaches which promote environmental matters. By taking into account
these research findings, possible implications arising from supporting teachers to implement environmental programs in schools
are discussed and suggestions for overcoming the outlined difficulties are made. 相似文献
19.
Although the use of learning technology has become increasingly prominent in schools, significant changes in teaching strategies
have not kept pace. Lack of quality professional development and inadequate teacher preparation are often cited for this situation.
This case study explores the use of the student teaching experience as an avenue for both preservice and inservice teachers’
professional development associated with educational technology. Two main questions are explored: First, to what extent can
preservice teachers enact a technology-rich curriculum unit during their field experience; second, to what extent and under
what conditions can the preservice teachers facilitate their cooperating mentor teachers’ acquisition of these same skills.
Results indicate preservice teachers can stimulate the integration of technology-rich innovations in their mentor teachers. 相似文献
20.
Li Feng 《Frontiers of Education in China》2007,2(1):133-139
Developing a professional ethics is crucial towards amassing the ranks of high-quality teachers, which contributes to the
improvement of national education. This study bases its analysis on the survey of humanistic qualities of Chinese citizens.
3348 teachers at three different levels from 31 provinces, autonomous regions and municipalities of China are investigated
into their professional moral conducts in terms of sense of responsibility and initiative. The result shows that the professional
moral levels differ distinctly among teachers from universities, junior or senior high schools and primary schools. The results
suggest that professional ethics is vulnerable to external factors. It is essential for the construction of teachers’ professional
ethics to improve their moral culture.
Translated from Shanghai Jiaoyu Keyan 上海教育科研 (Shanghai Research on Education), 2006, (4): 4–6 相似文献