Second career teachers and (mis)recognitions of professional identities

Since the late 1980s there has been an increase of ‘second career teachers’ (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu’s concepts of power and cultural capital, the professional identities of teachers were examined through the following questions: What are the professional identities of SCTs? How can SCTs inform the field of teaching about professional identities? This mixed methods study gathered perspectives on professional identities through an online survey of 236 educators within 1 school district which were analysed and compared to interviews of 16 SCTs and their supervisors from the same district. The study findings invite us to consider alternative definitions of professionalism in teaching, especially for teacher leadership.     

Learning,teaching, and constructing identities: ESL pre-service teacher experiences during a short-term international experience programme

Short-term international experience programmes are a common element of English second language (ESL) teacher education in many countries. This study problematizes the belief that such programmes necessarily result in beneficial changes in pre-service teachers thinking about themselves as teachers – their beliefs, habits, and values – by exploring the experiences of eight pre-service ESL teachers from Hong Kong as they undertook a short-term international experience programme in Australia. Drawing on a theory of identity construction, the findings suggest that identity conflicts impacted how the student teachers experienced this programme as they struggled to reconcile past, present, and future trajectories of teacher identity. In particular, the student teachers constructed rigid divisions between different types of teachers and teaching they experienced at home and abroad. These divisions were reflected in antagonistic relations between the types of English language teachers and teaching they aligned their own teaching activities and practices with and the teacher identities that they perceived to be available to them within the Hong Kong education system. Implications for addressing such identity conflicts throughout international experience programmes are considered and implications for future research are discussed.     

试论如何利用现代信息技术促进教学现代化

随着社会的发展和科技的进步,现代信息技术在学科教学中得到了广泛应用,现代信息技术与学科教学的整合应用也有效地提高了课堂教学效率。为此,本文分析了利用现代信息技术促进教学现代化的途径,并提出了几点结合的注意事项。     

建构主义学习理论在高校教师信息技术培训中的探索

本文依据现代教育理论——建构主义,结合培训工作实际,对高校教师信息技术培训教学模式进行了探索与思考。     

职业院校教师信息化教学能力指标体系研究

以国际视野下的教师信息化能力概念为基础,分别按结构、功能对教师信息化教学能力的内涵挖掘,揭示职业院校教师信息化教学能力的固有特点。从偏远地区职业院校教师信息素养的现状和少数民族地区教师信息化能力发展影响因素着眼,构建职业院校教师信息化教学能力指标体系,其指标体系具有科学性、规范性、灵活性、本土性、人本性等特点。     

现代信息技术对社会管理科学辅助教学的探讨

本在对高校社会管理科学教学现状和存在问题以及现代信息技术所特有的属性、优势的分析的基础上，探究了现代信息技术辅助教学的应用在教学时效及针对性上的作用，说明了这一教学手段的时代必然性和方向性，围绕“适量、适重、适位”的研究，回答了对现代信息技术辅助教学应用的正确认识问题。     

新时代的教师必须掌握现代教育技术

信息时代的教育环境不断地发展变化,现代教育技术在信息化的教育活动中发挥出越来越重要的作用,教师必须尽快地掌握现代教育技术,才能提高自己的知识水平和业务能力,才能适应信息时代的教育发展.     

Personalized learning through 1:1 technology initiatives: implications for teachers and teaching in neoliberal times

Situated within the broader context of neoliberalism, this article explores how personalized learning, as tied to 1:1 technology initiatives, prompts changes in teachers’ classrooms and practices. The article draws upon a case study of one novice teacher as a way to view how personalized learning is undergirded by tenets of neoliberalism that ultimately change the relationship between teachers, students, and knowledge. While this article does not dispute the positive effects that personalized learning through technology has offered to many students, it explores facets of how such a change has reoriented the role of the teacher and repositioned knowledge as it relates to classrooms and students.     

现代信息技术在化学教学中的运用

现代信息技术在化学教学中的运用是化学教学改革自身发展的必然。现代信息技术帮助突破化学教学中的重点和难点，利用现代化教学媒体创设情景，激发学生兴趣，培养学生自主学习的能力。但也要正视其在传统教学手段中的使用价值，在教学中合理、正确的使用现代信息技术。     

信息技术教学中的情感交流

课堂教学中,培养学生积极的学习情感,会使学生学习兴趣和信心倍增、智力活跃,从而主动参与认知活动。以"差生班"的授课情况为例,从"完善自我,用形象魅力吸引学生"、"借助网络‘关注’学生,架起师生情感交流的桥梁"和"领情入境,诱导学生求知情感"三个方面注重师生情感交流,以提高信息技术教学的有效性。     

From pre-service to in-service teachers: a longitudinal investigation of the professional development of English language teachers in secondary schools

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, where contextual issues and power interplays mediated the process. Furthermore, it is found that the participants’ commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers’ position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined.     

娱教技术在中学信息技术教学中的应用研究

娱教顾名思义就是把娱乐和教育相结合,是学生在愉悦的环境下掌握新的知识,使学生感到学习不再是枯燥乏味的。那么娱教技术就是实现娱乐教学理念的媒介,其技术性主要体现在把学生们的生活体验及乐趣同学习的目的及手段相互有效的融合在一起。通过分析娱教技术及中学信息技术教学内容的特点,探讨一下如何将娱教技术运用到中学信息技术教学中来。     

Personalising and localising knowledge: how teachers reconstruct resources and knowledge shared online in their teaching practice

ABSTRACT

Online platforms that enable teachers to share knowledge and resources with other teachers are increasingly common mechanisms for supporting teachers’ learning. Despite their growing presence, there remains limited understanding of how teachers engage with and utilise the resources and knowledge they gain online in their teaching practice. This study employs qualitative methods to investigate the processes through which teachers engage with, interpret and utilise teacher-created teaching resources and curriculum materials that are shared on two online platforms. A three-stage knowledge reconstruction model is proposed, with teachers progressing from the selection of resources online, through the modification and implementation of the resources and knowledge, and finally to the evaluation and embedding of resources and knowledge in their practice. The findings further explore the factors that shape teachers’ behaviour and actions, and the learning that occurs at all three stages of the knowledge reconstruction process.     

论信息技术在体育教学中的应用

信息技术对体育教学已经产生变革性的影响。通过大力推进信息技术在体育教学过程中的普通应用，不断地提高体育教学质量和效益，促进体育事业的快速发展。     

Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities

In this article we investigate the generative causes of variation in the professional identity of new teachers. Building on previous work that has shown a link between professional identity and socio-political context, we argue that the context experienced in late adolescence and early adulthood is particularly significant in shaping how beginning teachers think of themselves as teachers. This finding suggests that the linear response to neoliberal education reform described in much of the critical literature may be too simple to account for the range of ways teachers interact with the system. There is, therefore, a need for greater diversity in research approaches to work with the complexity of social systems in and around schools. To support this call for methodological diversity, we borrow the life story model of identity as a theoretical framework and use a computer-assisted phenomenographic analysis technique to find new ways into the research data.     

信息技术教学中协作学习的研究

协作学习已经成为学习者高效学习的方式之一,相关的实践和研究成果很多。但是如何更好地在信息技术教学中运用协作学习?每个协作小组成员的知识节点空间如何,为什么拥有不同知识节点空间的成员在一起会更加高效?本文试图从知识节点理论、最近发展区理论和认知精制理论的角度来阐述,并给出了协作学习的过程方法。     

信息技术与学科整合中的有效教学调控策略

针对信息技术与学科整合中的有效教学,笔者提出了教学设计、教学情感、教学语言、教学兴趣、教学反馈诸方面的调控策略,这几种策略在教学中的实施,不仅能提高教师的教学效果,而且也能让学生在课堂中体验学习活动充满探索和创造的快乐。     

信息技术课教师思维风格与教学行为关系的研究

本研究旨以R．J．Steinberg的理论,探讨信息技术课教师思维风格与教学行为、教学行为与学生思维风格的影响。研究对象为永春县高中信息技术课教师178人,永春师范学生617人,研究工具以“思维风格量表”、“教师思维风格量表”、“教学自评量表”、“学习知觉满意检查表”,进行资料的收集,所得资料以Pearson积差相关、典型相关等统计方法进行分析。     

信息技术背景下羽毛球教学研究

结合羽毛球教学内容与多种信息技术媒体的特点,从羽毛球教学理论和实践教学部分入手,设计了信息化环境下的羽毛球教学方案。