浅议信息化教育中教师角色的转变

信息技术的兴起和发展推进了教育信息化的进程,信息技术影响、渗透、冲击着传统教育,由此带来了教育思想、内容、方法、手段的深刻变革,这场变革能否顺利进行并取得成功,关键在教师。为培养下一代,使传统教育适应教育信息化,不仅要求教师树立正确的信息技术教育观念,还要求教师重新审视并定位自己在信息化教育中的角色。     

案例教学中教师角色的转变

案例教学是符合现代教育趋势的一种新的综合性的教学方法。在推广运用案例教学的过程中,教师必须顺应要求,进行角色转变。根据案例教学涉及多学科知识的特点,教师要教好,首先必须学好,对所涉及的知识能够熟练掌握运用。在具体角色的承担中,教师必须承担学生学习的支持者、引导者和启发者。而这些新角色的承担,意味着教师必须进行信息的双向流动,让渡部分教学控制权。     

高中文言文教学中教师角色的转变

高中文言文教学过程中,教师的行为应由重"教"向重"学"转变,由重"结果"向重"过程"转变,由重"传授"向重"指导"转变,由重"模式化"向重"个性化"转变,教师的角色也应由知识的传授者向学生学习的促进者、组织者、合作者、引导者、激趣者和教学的研究者转变。     

信息化教学背景下高职思想政治课教师多元化角色的构建

分析信息化教学及其特征,从信息化教学理念对高校思想政治课教学的影响及重构出发,提出信息化教学背景下高职思想政治课教师应构建多元化角色,实现从理论灌输者向学习过程的引导者、促进者转变,从局外者向参与者的转变,从传输者向设计者转变,从教育者向学习者的转变。     

信息化教学背景下高职思想政治课教师多元化角色的构建

分析信息化教学及其特征,从信息化教学理念对高校思想政治课教学的影响及重构出发,提出信息化教学背景下高职思想政治课教师应构建多元化角色,实现从理论灌输者向学习过程的引导者、促进者转变,从局外者向参与者的转变,从传输者向设计者转变,从教育者向学习者的转变。     

教育信息化环境下高校英语教师角色转变

教育信息化环境下,我国高校英语教学在教学模式、教学内容、教学手段、师生关系等方面都发生了历史性的变化。信息化教学要求教师具有不同于以往的角色意识:由"单能型"教师向"多能型"教师转变;由"主导者"向"引导者"转变;由"评审者"向"评价者"转变;由"师生关系"向"合作学习者关系"转变。     

转变教师角色 实现教学民主

新的教材、新的课程理念、新的课程评价观强烈地冲击现有的教育体系，并且对广大教师提出了更高的要求：要求教师改变多年来的教学方式，确立一种崭新的教学方式，重新认识和确立自己的角色。因此，新课标下英语教师要与时俱进、转变角色，努力做到以下几点。     

The role of the English learner facilitator in developing teacher capacity for the instruction of English learners

As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed.     

English-medium instruction in law and the humanities in higher education: the role of teacher identity

ABSTRACT

Recent research on English-medium instruction (EMI) has examined university instructors’ professional identities in science and social science rather than in the humanities. To fill the gap, this qualitative case study explores the ways in which 13 university instructors in law and the humanities in Taiwan perceived their identity and exercised their agency as teachers. The findings indicated that these instructors had three ideal teacher identities, including educators in global and local contexts, subject matter instructors, and EMI instructors. Each determined teachers’ choice, design, and enactment of EMI practices, as well as their notions of language use and objectives. This study highlights the primacy of preferred teacher identities in the manifestation of teacher agency, identifies enabling and constraining effects of teacher agency, and emphasizes the significant roles of discipline-specific communities and ethnicity and nationality in EMI practices. As such, teacher identities should be taken into consideration in professional development to empower instructors to take actions that maintain their commitments to EMI.     

The role of the support teacher in Australia

In Australia, similar to European countries, there has been a continuing increase in the number of students with special needs who are now being educated in regular schools. Regular classrooms have become more diverse with the inclusion of a greater proportion of students with a range of disabilities and learning difficulties. Support for these students is provided through a number of different avenues and varies between the states and territories. All jurisdictions, to some extent, provide support teachers whose role it is to assist these students. This paper firstly considers the education of students with special needs in the Australian context and the support that is available to them. A more detailed account is subsequently provided on the specific role of the support teacher in Queensland.     

The administrative role in teacher competency

As managers of teachers, principals must cope with a variety of educational mistakes in their schools. These cumulative mistakes lead to a state of borderline competency in the teacher. From interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, five states of coping with teachers' educational mistakes emerged: (1) deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; (2) detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; (3) determination-deciding that the range of the teacher's deviations exceeds the boundaries of normative behavior and there is cause for dismissal; (4) evaluation-assigning an unsatisfactory efficiency rating with extensive documentation and recordkeeping for teachers who have been identified as borderline competent; and (5) formal dismissal-taking action to remove a teacher from the school.     

Legal instruction within initial teacher training

England's Training and Development Agency for Schools (TDA) requires that students, in order to qualify for teacher status, must undertake the study of law. This article reviews the TDA standards and considers its rationale for the selection of law. Such selection and the need, if any, to study law are contrasted with texts written for teachers wishing to study law. It is evident that the need to study law is now even greater because of the increased role that regulations play, particularly with regards to children's rights, and the willingness of parents to challenge decisions. Empirical research was undertaken to review the initial level of legal knowledge of trainee teachers. This indicated that there is a need for a robust approach to law as there is evidence of trainees' confusion about such matters. The article recommends that there should be greater emphasis given to enabling students to further their studies through understanding legal principles, that some subjects should be given greater priority in initial training whilst others, though introduced to students, could be left to the induction period. It is also of concern that the current approach to the subject ignores its potential for problem based learning and the use of case material.     

The role of the printed answer in programmed instruction

Using a variety of programmed materials, this series of studies showed that students observed available answers in the program far less than 100% of the time. Answer observing was found to be correlated with student error on the related frame. The view that the printed answer in a program is always a reinforcer for the preceding response(s) is severely questioned.     

大学英语教学中教师角色定位研究

随着教学改革的逐步深入,教师在大学英语教学中的角色定位问题受到了越来越多的关注。本文研究了以教师为主导和以教师为辅助这两种主要的教师角色定位方式,指出了教师在课堂教学活动中应该承担的角色。阐明了正确的角色定位对教学效果的促进作用。