国外教师TPACK发展路径及启示

必备整合技术学科教学法知识（TPACK）对21世纪的教师来讲是一个要求也是一个宣言。教师TPACK的培养和发展成为教师专业化发展的重要组成部分。如何培养和发展教师的TPACK成为教师教育者、教师不得不去面临的问题。国外对TPACK发展进行了众多研究并产生了丰富的研究成果。梳理国外TPACK的发展方法、路径和具体策略,给我国教师TPACK发展提供几点启示和借鉴,TPACK发展要体现情境性、持续性、社会性、设计性、生成性、系统性等需求。     

Pre-service EFL teachers’ beliefs about foreign language learning

Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students’ beliefs about language learning. This article reports on a study of beliefs held by 217 full-time undergraduate students (142 females and 75 males) enrolled in English Language Teaching (ELT) programmes at seven state universities in Turkey. Horwitz’ BALLI was used to collect data. The data reveal that where some of the results carried by pre-service teachers might surprise language teaching educators and teacher trainers, some others probably confirm their experiences and intuitions.     

Why change to active learning? Pre-service and in-service science teachers’ perceptions

This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education.     

How do primary education trainee teachers perceive educational psychology?

Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers’ self-perceived mastery of, and attributed importance to, the syllabus content of the Learning & Development module taken as part of the BA Primary Education programme at a university in Barcelona (Spain). Data were collected through a questionnaire answered by all the participants (N = 561) and a focused interview conducted with a representative sample (n = 24). Results showed that students attributed greater importance to syllabus topics related to socio-emotional development and teaching roles in the classroom. Theoretical topics, such as conceptual frameworks for development and learning, were less rated. Students reported deficient mastery of the syllabus topics and significant gaps between attributed importance and self-perceived mastery of contents were confirmed. Implications of our study results for teaching psychology to primary school pre-service teachers are discussed.     

Are School-Based Mentors Adequately Equipped to Fulfil Their Roles? A Case Study in Learning to Teach Accounting

Abstract

This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in their final year at a University of Technology in South Africa and practising teachers from six high schools participated in the study. Pre-service teachers e-mailed reflection journals on a weekly basis over a period of four months to the first author who is a teacher educator. Unstructured interviews were carried out with each pre-service teacher and their respective mentors. The results indicated that not all mentors assisted the pre-service teachers according to the expectations of their roles. Despite mentoring having the potential to enhance the preparation of pre-service teachers, in the cases studied it did not always yield positive results. It became clear that the cumulative nature of the accounting discipline requires a different type of mentoring from other disciplines. In fact, numerous factors revealed in the study influenced the failure and success of mentoring pre-service teachers. Many of these factors are ones over which the university has no control.     

Relating Pre-Service Teachers' Approaches to Learning and Preferences for Constructivist Learning Environments

Within two Flemish institutes of pre-service and inservice teacher education, the relationship between the learning styles and preferences for learning environments of pre-service teachers were examined. Results indicate that some components of pre-service teachers' learning approaches (learning conceptions, learning strategies and learning orientations) are predictors for preferences for constructivist learning environments. Differences in learning approaches and preferences for learning environments are also related to the type of teacher education that pre-service teachers followed.     

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners’ attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz’s(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.     

Taking a ‘reality’ check: Expanding pre-service teachers' views on pedagogy and diversity

The outcomes of a two-pronged ‘real-world’ learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin's conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such ‘real-world’ experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners.     

美国多元文化职前教师教育的社区服务学习方法探析

美国社区服务学习方法的实施以大学——社区合作伙伴关系的建构为平台,多元文化职前教师跨文化经验的积累与迁移则是其实施的核心命题。社区服务学习方法的实施对美国白人职前教师的少数族群学生观的改善发挥了独特作用,但同时也还存在一些不足之处,有待完善。     

我国特殊教育师资职前培养模式研究的现状

特殊教育师资培养问题是我国特殊教育发展面临着的一个至今难以成功解决的重要问题。本文将我国当前特殊教育师资职前培养模式主要归纳为两种,即专科特殊师范教育模式和本科特殊师范教育模式,并对五年制专科、三年制专科及本科培养模式的特征及其它培养模式分别进行了分析,以期为我国当前及后续特教师资培养模式的研究、改革提供借鉴和指导。