GROWING AS TEACHER EDUCATORS: Learning New Professional Development Practices

This article examines the ways that, in Holocaust education in Jewish schools in Melbourne and New York at the beginning of the 21st century, knowledge of the Holocaust is transferred to students in chronological form. It begins by asking: What work do chronological narratives do within the Holocaust historical narratives offered within Jewish high school classrooms? In order to explore this question, examples from curricula and interviews with the teachers are explored. It is argued that while the use of chronological narratives within the high-school classroom to narrate historical events is not unique to the teaching of the Holocaust, the work which this narrative form does is particular to the negotiation of the traumatic aftermath of the Holocaust.     

高职院校思想政治理论课教师队伍建设研究

思想政治理论课教师是从事大学生思想政治教育工作的一线工作者,是思政课教学工作的组织者和实施者,肩负着传播和弘扬新时代社会主义核心价值观和正能量的重要任务。高职院校思想政治理论课教师所面向的群体是高职学生。为了进一步提升学生政治觉悟和人文素质,对于高职院校思政课教师提出更多更新的要求,如何完善并提升高职院校思政课教师理论素养和业务能力是亟待解决的问题。     

TALIS2018折射出的教师教学实践:全球趋势与上海特点

通过分析TALIS2018关于教师教学实践的数据,从教学时间、教学方式、评价反馈三大方面可勾勒出全球和上海教师教学实践的四大特点:用于实际教学时间多,但新教师与经验教师有差距;近2/3的课堂上教师经常采用讲授策略;不到1/2的教师经常采用促进学生"自主学习"的策略;近八成的教师会为学生提供建设性反馈,而形成性评价运用频率不高。在分析上海教师的课堂教学实践与其他国家的异同后,讨论了五个问题:课堂管理的本质是管理,还是教师的沟通、组织与激发学生的能力?激发学生认知,对教师专业能力的挑战是技能,还是学科教学知识抑或学科教学经验?怎样使用信息通信技术真正让课堂中的教与学发生改变?教师的反馈与让学生评估自己的进步一样吗?提高教师命题研究能力的意义何在?作为教育专家的教师如何在工作中运用专业知识和技能以及如何进一步发展和改进。     

How to be a good teache

What makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?     

作文教学是素质教育的实现形式

语文学科是一门基础性学科,是学习和工作的基础.而作文不但是广大中学生的学习难点,也是广大教师的教学难点.怎样认识素质教育与作文考试之间的关系?怎样在素质教育的总体要求中给作文教学以科学的定位?怎样通过作文教学实现素质教育?本文提出了自己的管见.     

The Development of Teachers’ Intercultural Competence Using a Change Laboratory Method

Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural–historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers’ work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students’ learning and cooperating with workplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested.     

教育即生成——雅斯贝尔斯《什么是教育》解读

什么是教育?雅斯贝尔斯在《什么是教育》中指出:“教育是人的灵魂的教育。”教育即生成,教育的使命在于成为“全人”。成为“全人”,不仅需要进行文化教育,还需要强调师生间的平等尊重,倡导苏格拉底式教育方式。雅氏指出,教师是学生自我教育的引导者,教师一方面需要尊重学生,另一方面也需要得到社会的尊重。雅斯贝尔斯的观点对我国当前教育改革具有重要的借鉴意义。     

The Thinking Body: Constructivist Approaches to Games Teaching in Physical Education

Abstract

In this article two questions arc addressed. The first is whether there is sufficient evidence to demonstrate there is a significant experience of poverty amongst university students. The second question is, if student poverty is a significant problem, then why hasn't it become an issue to which government officials and people outside government pay serious attention? The article is confined to an exploration of two factors that appear influential. The first relates to the minimal political efficacy of students, which I suggest is linked to their general social status and to popular narratives that tertiary students are a privileged group. This also reinforces the widely held belief that student poverty is a positive ‘character building’ experience for young people. The second factor which helps explain the omission of tertiary student poverty from the policy agenda concerns the absence of ethnographic information on tertiary student poverty.     

Teachers as journalists?

I start by considering some of the similarities between journalists and science teachers in their work and then go on to examine three questions that are of importance in dealing with creationism in schools: Is the issue one that is worth dealing with? How might one deal with it? What does one hope to achieve by dealing with it? I conclude that (1) it is worth science teachers dealing with the issue of creationism in schools but only if they wish to; (2) science teachers should not give the impression that the theory of evolution is scientifically controversial; (3) while one is very unlikely to change the mind, as a result of school teaching, of someone who does not, on religious grounds, accept the theory of evolution, it is very worth presenting the scientific account of the theory and enabling students to review the evidence for it.     

教师成为研究者:急需澄清的三个问题

当前,学界对于"教师成为研究者"这一命题所涉及到的"怎样的教师成为研究者"、"教师成为怎样的研究者"以及"教师怎样成为研究者"等三个具体问题并无一致性结论。教育科研工作的性质以及教师队伍的特点决定了不是每个教师都能成为研究者,而教育工作本身也并不要求每个教师都应该成为研究者。教师的研究有其特定的属性,具备内在动机、时间精力和多元能力是教师从事科研工作的基础。同时,教师要成为研究者,自身需要学会借鉴和模仿,掌握科研成果发表的技巧,并培养自己健康的科研工作心境。     

Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education

The present paper deals with Jewish and Palestinian teachers who work in an integrated school in Israel, and shows the challenges and possibilities from examining these teachers' powerful historical narratives in the context of in-service training sessions. It is shown how these teachers essentially remain firmly rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives are considered to the reigning narratives. The findings highlight predominantly the failures in terms of the potential of educational efforts to help overcome situations of intractable conflict even within contexts specifically devised for this purpose; yet, also some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical tradition are difficult places to reach change or produce it—even in integrated schools in which partial structural change takes place—and teacher training may not always be the answer for the need to bring changes. However, it is also indicated that an ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives does offer openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process.     

Bringing action research to the curriculum development process

As new communication technologies enter the classroom, teachers must attend to how digital platforms impact the interpersonal practices of teaching and learning. In this article, I study email exchanges with three of my students – Jorge, Adriana, and Jason – over the course of one year in an 11th-grade English class at River High School, a struggling American school subject to intervention for failing to meet the federal No Child Left Behind requirements. I ask several questions: what role does email play in my relationships with students; what does email reveal about the ideological content of my communication with students; and how could I use email transformatively? When I studied these email exchanges, I found that while email has the potential to transform literacy instruction, it can also perpetuate a poor student/teacher relationship and reproduce neoliberal narratives that narrowly imagine students as test-takers, workers, and consumers.     

Happy places,horrible times,and scary learners: affective performances and sticky objects in inclusive classrooms

Drawing on data from two studies conducted in US public schools, this paper traces the affective productions and performances of teachers to illustrate the role of affect in delineating (non)normative pedagogical practices in inclusive classrooms. Occupying a borderland space in narrative inquiry that permitted the straddling of differing philosophical traditions, we sought to both acknowledge the agentive work of teachers as well as the affectively constituted nature of their engagements with schools and learners. Data from teacher narratives disclosed particular preconceptions of schools as ‘happy places,’ that delineated affective norms for an inclusive classroom. As teachers took up the affective responsibility of schools, they managed and modified their own as well as their students’ affective performances and orientations, producing meanings of disability that often worked at odds with inclusive ends. Their efforts indexed the importance of affect in the delineation of teacher competency for inclusive pedagogy.     

Tutors Talking

What do form tutors say about tutoring? For this special edition of the journal, focusing on tutors, I contacted some experienced tutors for some insights into the role. I asked them to respond to four questions.  What do you enjoy about being a form tutor?  What, in your experience, are the most significant problems you face in your role as form tutor?  What do you think your students get from you as a form tutor?  What advice would you give to a new teacher who is taking on the role of form tutor?Their positive and engaging responses reinforce how the care they give to the young people is a significant part of their work as teachers.     

Narratives as Tools in Designing the School Chemistry Curriculum

This article is based on results from a research project which focused on chemistry teachers and student narratives from lived experience. The purpose was to find a way to make abstract chemistry more meaningful. The project began with six experienced teachers who used narratives and stories as a didactic tool. These narratives stemmed from the teachers individual lived experience and thus were designed differently. Later, interviews with students showed that five adult students and six younger students all appreciated the use of narratives as ameaning-making activity to help them grasp the abstract subject. The most interesting finding was that the students revealed several narratives from their own lives where the theories of chemistry played an important role in explaining events that otherwise had been mysterious to them. Thus the teachers and students showed that the ancient human method of sharing experience through narrative is still alive and useful in chemistry education.     

Raising the stakes: the challenges for teacher assessment

These are changing times in Australia for teachers and their students, with the introduction of a national curriculum and standards driven reform. While countries in Europe such as England, and in Asia such as Singapore, are changing policy to use assessment in the support of and improvement of learning it appears that we in Australia are moving towards creating policy that will raise the assessment stakes for the putative purposes of transparency, accountability and fairness. What can be learnt from countries that have had years of high stakes testing? How can Australia avoid the mistakes of past curriculum and assessment reform efforts? And how can Australian teachers build their capacity to maximise their use of the learning power of assessment? These are the questions that are addressed in this article, with reference to innovative research from global networks that have maintained the assessment focus on learning rather than accountability practices.     

Listening to men student primary school teachers: some thoughts on pedagogy

This article is about teaching undergraduate student primary school teachers and is concerned with the pedagogical approaches that will support students as they move into the culture of the primary school and learn a professional identity as a teacher of young children. The paper draws on data from interviews with men student teachers, who, as a numerical minority, are in a context which obliges them and me to notice their gendered identities. What teaching approaches might help students to notice the assumptions shaping their perceptions and others' perceptions of them? How might the process of ITT suggest to student teachers that alternatives are possible? What sort of teacher/student relationship and interaction could help students to rethink themselves as teachers? Active encounters, detail, sensitivity and difference are put forward as important themes to underpin a pedagogy for primary Initial Teacher Training which prioritises conversations and relationships.     

论教师教学效能感的研究在教学上的应用

怎样的教学行为最有效 ?优秀教师的教学表现如何 ?这一直是教育工作者所关心的问题 ,本文在介绍教师效能感研究的基础上 ,从三个方面探讨效能教师的教学策略特征 ,以期对师范教育有所裨益。     

Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*

What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002