共查询到20条相似文献,搜索用时 15 毫秒
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石敏力 《遵义师范学院学报》2009,11(1)
面对信息化的教育形势,职前教师作为未来基础教育的主力军,要适应当地形势,提高自身素质,作符合时代要求和社会发展的新型人民教师.在分析网络对培养职前教师信息素养所起作用的基础上,通过分析问卷调查表,充分了解我院学生网络应用的实际情况,提出培养职前教师网络能力的方法和途径. 相似文献
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Journal of Science Teacher Education - 相似文献
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Kaye Stacey Sue Helme Vicki Steinle Annette Baturo Kathryn Irwin Jack Bana 《Journal of Mathematics Teacher Education》2001,4(3):205-225
In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of
decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult
for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion
of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to
zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers'
knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of
shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated
that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble.
Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number
knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Learning to Teach Mathematics Differently: The Interaction between Coursework and Fieldwork for Preservice Teachers 总被引:1,自引:0,他引:1
Caroline Brayer Ebby 《Journal of Mathematics Teacher Education》2000,3(1):69-97
Understanding how preservice teachers integratecoursework and fieldwork as they learn to teach iscritical to understanding how to prepare teachers toimplement the kind of instruction envisioned bycurrent reforms in mathematics education. This articleexplores the connections that 3 preservice elementaryteachers made between their experiences as learners ofmathematics in a masters-level university methodscourse and their experiences as teachers ofmathematics in the fieldwork classroom. Three casestudies are presented in order to illustrate differentways that the experience of engaging in mathematicalinquiry influences the way in which elementarypreservice teachers construct their understanding ofthemselves as mathematics teachers. Taken together,the case studies suggest that we need to expand ourperspective as teacher educators to encompass learningfrom the fieldwork experience as well as preserviceteacher learning beyond the conclusion of thesemester. In particular, I conclude that the goals ofa methods course should include developing andnurturing particular habits of mind that helppreservice teachers learn from their own teaching. 相似文献
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Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed. 相似文献
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Journal of Science Teacher Education - 相似文献
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徐东海 《大连教育学院学报》2006,22(1)
英特尔未来教育是一个完整、严密的系统,对教师日常教学有很好的借鉴和启发意义。英特尔未来教育模式可以提高教师的提问技巧,可以使教师重新认识课堂、教材和信息技术,更新观念,有助于加强教师对其自身角色转换的认识,有助于提高教师理论修养。 相似文献
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随着科学技术的快速发展,我国已进入信息化时代,在很大程度上推动着我国教育事业的发展,教学信息化将成为教师面临的新常态。信息技术的快速发展使得我国教育行业发生的很大的变化,教师在实际教学过程中,应该与时俱进,明确自身的角色定位,积极寻找专业发展的新机遇,实现信息化时代教师角色的转换与定位,进一步推动教育行业的发展。 相似文献
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Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching. 相似文献
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Jennifer C. Ng 《The Urban Review》2006,38(5):353-372
Research has shown that individuals who become teachers are uniquely oriented to the psychic rewards of teaching such as connecting with students and making a difference. Yet, in the era of “No Child Left Behind”, emphasis upon test scores as indicators of student learning, competition within and between school districts, and threats of external sanctions seem to promote a different orientation to teachers’ work. This is especially the case in schools with limited human, social, physical, and cultural capital serving disproportionate numbers of low-income, racial/ethnic and linguistic minority students typically located in urban areas. Given the existing problem of teacher shortages in urban schools and the current impact of accountability, this study seeks to explore two questions: How do preservice teachers believe their aspirations to teach will be affected by the accountability movement? And how do these views affect their considerations about where to teach? 相似文献
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客观论述了医专教师主导作用的基本涵义与主要内容 ,深入剖析了目前医学高等专科学校部分教学管理人员对这种作用所产生的认识误区及其形成的原因 ,并有的放矢地从转变教学观念、融洽师生关系、优化教学艺术、抓好课堂设计等环节探讨了如何正确发挥教师教学主导作用的基本策略 相似文献
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Lori Dira Smolleck Carla Zembal-Saul Edgar P. Yoder 《Journal of Science Teacher Education》2006,17(2):137-163
The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. 相似文献
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Christopher Pierce Brown 《Early Childhood Education Journal》2009,36(5):423-430
As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher
educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching
practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework
for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined
the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught
to be early educators in these same environments. This article then uses these findings to the make case for practical and
political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of
early education. 相似文献
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Nesrin Isikoglu 《Journal of Early Childhood Teacher Education》2013,34(3):190-203
This study examines the effectiveness of an educational methods course for changing early childhood preservice teachers' instructional beliefs. The teaching methods course emphasized constructivist teaching principles. Seventy-eight of the early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief Survey at the beginning and end of the 15-week course. The results of both quantitative and qualitative data analysis indicated that participation in the teaching methods course had significantly changed preservice teachers' beliefs. As a result of the course, preservice teachers' constructivist beliefs increased, and these beliefs became more concrete and coherent. Results are discussed in relation to the literature, and the implications of examining early childhood education programs are explored. 相似文献
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现代教育技术在未来教育中的价值取向分析 总被引:1,自引:0,他引:1
现代教育技术的价值取向是未来现代教育技术教育价值的核心问题,它反映了现代教育技术的发展方向。文章从五个不同的方面对现代教育技术的价值取向进行科学的分析,指出现代教育技术的价值取向必须反映未来教育的本质特征和内在要求,并符合未来教育的人才培养规格和质量标准。 相似文献
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Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a
design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a
performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these
preservice teachers improved in their understanding of assessment as a formative process as well as their science content
understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance
assessment tasks in an authentic context in order to understand the full potential and value of the task. 相似文献