Managing Messes and Coping with Uncertainty: reviewing training for teachers in post‐compulsory education and training

Abstract

Post‐compulsory teacher training in England has been under review, and standards developed by the Further Education Staff Development Forum were to be launched in January 1999 as a precursor to a mandatory qualification for teachers in further education in England and Wales. Until now, many further education colleges have worked in partnership with higher education institutions to run Certificate in Education programmes, which aim to develop both practical teaching skills and critical knowledge and understanding of teaching and learning in a post‐compulsory context. A review of one such programme is outlined here. In a context where further education teachers must help to widen participation and promote lifelong learning, it is argued that any new arrangements for initial teacher training and continuing professional development need to include ‘competence’ in the practical skills involved in teaching and learning, but must also go beyond this, and aim to develop critical knowledge and understanding of the changing context in which staff work. It is argued that turning the new Further Education National Training Organisation standards for further education teachers in England and Wales into a National Vocational Qualification (NVQ) is inadequate to this task. A strengthened partnership between further and higher education providers to develop more robust and coherent approaches to professional capability is advocated.     

提升非师范类特岗教师专业素养之我见

通过对非师范类专业毕业的特岗教师进行跟踪培训和日常管理发现,非师范类特岗教师专业素养存在心理准备不足、敬业精神不强、专业知识不够、沟通能力不强等问题,应根据中小学教师专业标准特别是新时代教师队伍建设的要求,把职业情怀、师德修养、专业知识、专业能力等作为提升其专业素养的主要内容。需要实施县级统筹管理、县级集中培训、构建乡镇学习共同体、抓好校本培训、提高自我研修能力等对策,推动非师范类特岗教师的专业素养尽快适应教育教学工作要求,为农村义务教育发展夯实基础。     

反思性教学与高校思政课教师的专业能力发展之路

由于高校思政教育的特殊性,对高校思政课教师运用反思性教学也提出了不同的要求。反思性教学能够提升教育教学水平,发现和解决思想政治教育教学的实际问题以及提升职业幸福感,对高校思政课教师专业能力发展产生重要影响。目前来看,在反思性教学运用中,高校思政课教师专业能力发展存在一些问题:专业化反思意识淡薄、教学反思方法单一、反思性教学培训体系不够完善、教师知识结构不完整等。因此,在实施反思性教学中,通过增强高校思政课教师的反思性教学意识、熟练掌握反思性教学方式方法、完善高校思政课教师反思教学培训体系和注重培养研究型教师等方式,不断推动高校思政课教师的专业能力发展。     

能力本位教育培训模式对我国幼儿园教师培训的启示

本文系统论述了能力本位教育培训模式(CBET)的定义、特点和理论基础。能力本位教育培训模式的运用可以促进幼儿园教师的专业成长,弥补我国原有幼儿园教师培训模式的不足。当前我国的幼儿园教师培训可以依据以下几条原则尝试引进能力本位教育培训模式:培训、实践与研究相结合;以参训者为本;参训者积极、主动地参与培训的准备工作;灵活地选择学习内容和学习方式;建立多元评价体系,注重实效性。     

Education and the cult of relevance

Abstract

Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work‐based learning may enable professionals to re‐affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice.     

欧洲资格证书框架体系的构建与实质

资格证书框架体系在二十世纪后期的欧洲发端发展,日臻走向成熟。它向人们描绘出新世纪义务教育后教育的发展方向,即政府通过政策和投资,强力介入教育;资格标准实现全社会统一;注重创新能力和就业能力;职教普教彼此互通;学习成果学分化和证书化,学分和证书实行累积并互认互换等。本文拟通过简要回顾该体系建构的过程,对其实质内容进行剖析,从而揭示其背后所展现的这种教育发展趋势。     

What Does Professional Rank Mean to Teachers? A Survey of the Multiple Impacts of Professional Rank on Urban and Rural Compulsory Education Teachers

Abstract

Professional rank is an important indicator of the professional capacity of compulsory education teachers. A rational professional rank evaluation system plays an important role in mobilizing the enthusiasm of teachers, improving the overall quality of teachers, and promoting the development of education. Based on stratified random sample data from compulsory education teachers in 23 counties and cities in 12 Chinese provinces, this study analyzes the multiple impacts of urban and rural compulsory education teacher professional rank on teacher salaries, development opportunities, and work duties. The authors found the following: (a) Urban-rural differences exist in the opportunity to access compulsory education teacher professional rank; rural school teachers are disadvantaged in accessing professional rank, especially senior rank; (b) Significant salary differences exist among teachers of different ranks, as well as significant urban-rural differences in the total monthly incomes and monthly salary among teachers of the same rank; (c) Teachers of different ranks have different opportunities to participate in training and undertake school duties. Within the same rank, rural teachers have fewer opportunities to participate in high-level training and have a higher proportion of school duties; (d) Significant differences exist among teachers of different ranks in terms of average classroom hours per week and important duties undertaken. There is a significant urban-rural difference in average weekly classroom hours and important duties among teachers of the same rank; weekly classroom hours are higher for rural teachers, while they have more opportunities to undertake important duties.     

重庆市农村小学教师培训需求的调查研究

农村小学教师是我国教师队伍的重要组成部分,实现农村小学教师专业的可持续发展对于促进义务教育均衡,提高农村教育质量发挥着基础性和关键性的作用。文章对来自重庆市农村地区300名小学教师进行调查,揭示了重庆市农村小学教师队伍的发展现状以及对教师专业发展培训的需求,从培训内容、培训形式、培训保障条件等方面提出了进一步提高农村地...     

Strengthening and sustaining professional learning in the second year of teaching

The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers.     

深化校本培训促进生物教师的专业发展

校本培训是指以学校为单位,面向教师的学习方式,内容以学校的需求和教学方针为中心,目的是提高教师的业务水平和教育教学能力.通过校本培训能够促进教师的专业发展,提高教师的教学水平,进而对教学起到事半功倍的效果.校本培训是继续教育的一种重要模式,文章通过探讨校本培训,希望能够对继续教育的模式和内容起到一定的推动作用,并且呼吁更多的学校参与校本培训,促进教师的专业发展,为推动我国的教育事业贡献自己的力量.     

基于倾听教育的大学生思想政治工作实效性研究

倾听教育是师生之间实现有效沟通的重要途径,也是做好大学生思想政治工作的前提和基础。思政工作者只有在了解大学生身心特征、学会倾听、实现有效沟通交流后,才能把握大学生的思想脉搏,找准引导他们健康成长和发展的内在依据。本文以倾听教育基本理论和我国原劳动和社会保障部职业核心能力培训相关理论作为基础,探索大学生思想政治工作的针对性和实效性。     

高职院校思想政治教育教师专业能力指标体系内容探析

高职院校思想政治教育教师专业能力体系是衡量高职院校思想政治教育教师专业化水平的标准,在保持高职院校思想政治教育教师自觉的职业规范及成熟的专业技能技巧,促进教师专业化发展等方面发挥重要作用。因此,从专业教学设计能力、专业教学组织与实施能力、专业教学评估能力、专业自我发展能力等方面建立适合高职院校思想政治教育教师专业能力体系十分必要。     

Educational Vouchers under Test

The context of this research is one in which teachers are now expected to equip their pupils with the disposition and skills for life‐long learning. It is vital, therefore, that teachers themselves are learners, not only in developing their practice but also in modelling for pupils the process of continual learning. This paper is based on a series of post‐lesson interviews, conducted with 25 student teachers following a one‐year postgraduate course within two well‐established school‐based partnerships of initial teacher training. Its focus is on the approaches that the student teachers take to their own learning. Four interviews, conducted with each student teacher over the course of the year, explored their thinking in relation to planning, conducting and evaluating an observed lesson, and their reflections on the learning that informed, or resulted from, that lesson. The findings suggest that while the student teachers all learn from experience, the nature and extent of that learning varies considerably within a number of different dimensions. We argue that understanding the range of approaches that student teachers take to professional learning will leave teacher educators better equipped to help ensure that new entrants to the profession are both competent teachers and competent professional learners.     

农村教师队伍建设是发展农村义务教育的基石——农村教师专业化发展视角

从农村教师专业化发展的视角看,近年来我国农村教师队伍建设取得了很大成就,主要是农村义务教育投入大幅增长,有力地保障了农村教师队伍建设及其专业化发展;农村中小学教师整体结构不断优化和培养补充机制不断创新,极大地提升了农村教师队伍建设及其专业化水平,如2006年全国农村普通小学、初中、高中专任教师学历合格率分别达到98.4%、94.8%、75.9%,为发展农村义务教育铺垫基石。同时,关注其中存在的主要问题,旨在探讨相应的政策建议,建设好人民满意的农村教师队伍,提高农村"学有所教"的义务教育质量。     

义务教育教师专业化发展评价指标体系的构建——以合肥市中小学教师为例

采用文献法、调查法,在对合肥市义务教育阶段中小学教师专业化发展调查分析的基础上,尝试构建了义务教育教师专业化发展评价指标体系,期望为不断提高义务教育教师的专业化发展水平提供新的思路。     

CBE教学模式在经济管理类专业中应用探讨

在高职经济管理类专业中应用CBE教学模式,会产生学生长期发展与短期上岗之间的矛盾,也会产生能力比重界定的困难,教学资源包开发困难,技能训练的师资和教学场所要求更高,学生较难适应自主学习等问题。通过建立经管类专业技能标准,提升教师专业技能,优化基础与实践课程模块,进行学习方法的引导等方式从一定程度上可解决上述问题。     

新世纪的教师、学校和师资培训

中小学教师特别是从事中小学师资培训的培训教师，其思想素质、工作水平、专业知识能力等不但直接关系到中小学教师队伍的建设和教育质量的提高，而且对继续教育的培养质量、社会认同的取得，培训机构的生存与发展都起着举足轻重的作用。因此，要培养符合新世纪发展要求的合格师资及培训教师，首先必须从师资教育中存在的问题着手建立完善的师资和培训教师的培养体系和任职标准，探讨中小学教师、学校与培训教师间的关系。     

西藏幼儿教师专业发展需求的实证研究

幼儿园教师专业发展是幼儿教师成长的途径之一,关系到学前教育的质量。研究发现,幼儿园教师认为“跟岗实践”是最有效的“培训形式”、实践性知识是最需要的培训内容;急需将“与家长沟通”技能纳入培训范围,转岗教师急需通过系统培训转变角色职能,同时要搭建网络学习平台与线下培训形成混合培训模式。要转变培训形式,增加“跟岗学习”时长;加强实践性知识的培训,让培训“更接地气”;强化沟通技能的学习,让幼儿园教师与家长产生默契;为转岗教师量身打造培训方案,保证培训内容的针对性和有效性;推动交互式在线学习平台的搭建,线上线下共同带动幼儿园教师专业发展。     

Student teachers,special educational needs and inclusion education: reviewing the potential for problem‐based,e‐learning pedagogy to support practice

Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot programme that integrated problem‐based and blended e‐learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended programme can effectively support key teaching and learning aspects of pre‐service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued programme development.