Learning to Read and Learning to Teach Reading

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.     

Learning to Teach Creative Writing

Is it possible to teach people to write fiction? A more important and helpful question is: how do we teach creative writing? And who are the teachers? A published writer is not necessarily qualified to teach creative writing. To helpfully share their declarative knowledge with students, a writer must embrace the art and craft of teaching, consider how different students learn and create the optimum setting to enable learning. There is a parallel challenge for the writer with the student, as each is faced with challenges around their previously held assumptions about ways of learning.     

Views on Learning to Teach

Learning is not only the need for students, but also for teachers, especially for the teachers who want to have a professional development. This article focus on the understanding of learning to teach and hopes to give some suggestions to the teachers who didn't find way to learn to teach.     

Learning New Ways to Teach English

This past summer several teachers attended a＂Summer Training Program＂ during which we covered three books：＂ Educator＇s English,＂ ＂ Summer Training Program Supplement＂,and ＂Student Handbook. ＂     

Learning to Teach in Secondary College

English teaching in secondary colleges is quite different from the others. The individuality of the students and the vocational oriented training goal are the chief features. The key issues for the teachers in secondary colleges are learning to teach and make it a collaborative effort, reflective process, situated experience and theorizing opportunity.     

Learning to Teach in a Different Culture

The paper analyses a case study of learning to teach in light of different proposals for what is entailed in learning to teach, with a particular focus on the role of prior beliefs. Much of the literature on learning to teach focuses on the problem of overcoming prior beliefs which derive from teachers' extensive familiarity with the school culture. This case study examines the problem of learning when the culture is remarkably different. It shows that prior beliefs are still very potent inhibitors to learning, even when the context that formed those beliefs is inappropriate to the teaching context.     

Learning to Think of Learning to Teach as Situated: A self-study

Teacher educators are expected to help their student teachers learn how to teach. How teacher educators do this depends on their beliefs, particularly on how they think about teacher learning. Earlier in my work as a teacher educator I thought of teacher learning as a psychological process or phenomenon and this view guided my work with my student teachers. Subsequently, I have been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped me to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here I reconstruct my transformation of coming to see learning to teach as situated.     

Learning to Teach Through Teaching and Being Taught

Teacher shortage has been a problem in northern Norway for decades. The authorities have taken steps to stimulate the supply of teachers in these regions through economic incentives and decentralized or part‐time teacher education. The full effect of these measures cannot be fully evaluated till the early or middle 1990s. In this article, structure and assessments of first and second generation decentralized and part‐time teacher education are referred. Even though this approach to teacher education has been disputed, it now seems to be accepted by most interest groups. The main problems of these programs seem to be related to the pressures on students trying to fill multiple roles (student, part‐time teacher, mother), and the supervision of students.     

论提高小学生识字教学的有效性

无论是传统的语文教学,还是二期课改都将识字教学作为低年级教学的重点。造成学生识字困难的主要原因有汉字自身的结构和读者复杂性,也有小学生心理和认知的特点造成的。基于这些情况,在日常的识字教学中,试图从汉字的字形规律——象形、会意和形声字的构字特点及低年级学生的认知、心理规律角度出发,进行相应的识字教学策略的研究,通过实践研究,以期提高低年级识字教学的有效性,使学生真正地快乐识字。     

Learning to Teach in Diverse and Dynamic Classrooms

Coteaching involves 2 or more teachers teaching together. This article describes how to set up coteaching and the advantages for teachers and students associated with it. Cogenerative dialogues are conversations among participants about shared experiences—often in a classroom. The participants include teachers; 2 to 3 students; and, when possible, representatives from other groups such as school administrators and teacher educators. Participants identify contradictions and negotiate agreements on how to resolve them, leading to changes to enact in future lessons and shared responsibility for improving the quality of teaching and learning.     

师范生实践教学同侪模式探究

师范院校英语专业学生学习教学的过程在形式上很大程度是一种同侪训练,即水平相同的同伴之间的相互教学和练习。每个人承担着既做教师又当学生的双重身份:当同伴讲课时,自己要充当学生的角色,积极配合教师的教学;当自己讲课时,同伴又是自己的学生。这样,每个人都经历着从执教者到学习者再转为评议者的体验,在这个探索问题、学习教学的过程中,从换位思考的角度出发,探究教学发生的过程,建构起自己对教学的理解。     

学习策略教学初探

学习策略具有内隐性、目标定向性、层次性等特点,受学生心理发展规律的影响.学习策略的教学应遵循心理发展规律,采取直接教学与间接教学相结合的方式,促进学生的程序性知识与元认知的发展,以形成适合于自己的学习风格的学习策略.     

提高学生自主学习能力的电工学教学改革探索

自主学习能力是培养学生分析问题、解决问题的实践能力、创新能力的基础。通过基于混合式教学的方法在电工学课程中的应用,学生的自主学习能力得以提高,改善了课程的教学质量。