论教师专业发展

教师专业发展有别于教师专业化,它强调的是教师个体内在专业特性的提升。教师本位的教师专业发展观是针对忽视教师自我的被动的教师专业发展提出的, 其突出的是教师自我在教师专业发展中的主体价值,认为教师专业发展既要实现教师的人生价值,又要实现其人格价值。     

校本教师发展述评

校本教师发展是一场涉及许多国家和地区的教师发展改革运动,其意义和影响十分深远。研究校本教师发展的必然性、特点及其运作模式,并对其作出评价,对于促进我国校本教师发展具有现实意义。     

当代地理教师专业发展的制约因素及发展途径

教师专业发展适应现代教育发展的需要,目前己成为世界教师教育发展的潮流。地理教师专业发展是教师专业化的一个重要组成部分,作为地理教育工作者,全面而正确地认识地理教师专业发展的制约因素,找到适合其发展的有效途径,无疑有着非常重要的意义。本文就针对当前制约其发展的因素,提出了一些解决的途径,借以抛砖引玉。     

高职教师发展模型与在线专业发展

高职教师是高职教育改革的主体和关键因素,高职教师专业化发展是高职教育改革的一个重点。为了更好地促进高职教师专业发展,根据教师情怀和教师智慧两个维度来建构高职教师发展分类模型,并在此基础上,增加职业生涯这一时间维度,建构高职教师发展生涯模型。针对传统高职教师专业发展模式的不足,首次提出在线高职教师专业发展理念并进行深度解析,全面分析其优势和面临的挑战,针对在线高职教师专业发展的现状,提出在线高职教师专业发展的实施策略。     

教师专业自主发展探究

教师专业发展是教师教育改革的主要趋势,专业自主成为其不可忽视的部分,且对教师专业发展的影响也表现得越来越突出。本文通过阐明教师专业的含义,教师专业发展需要自主,教师专业自主发展的含义及如何实现教师专业自主发展,对教师专业发展终身化进行探究。     

小学教师专业发展能动性差异特点分析

本研究选取522名小学教师为被试,主要探讨小学教师专业发展能动性的基本特征。结果发现:从整体上而言,教师的专业发展能动性水平均处于中等水平。教师的个人能动性高于其外部能动性。10～20年教龄组教师的专业发展个人能动性高于比其教龄短的教师。专家型教师的专业发展能动性高于经验型教师和新手型教师。在专业发展过程中,设立掌握目标的教师,其专业发展能动性显著高于设立成绩目标的教师和没有设立专业发展目标的教师。在此基础上,对教师专业发展提出了建议。     

预期理论视角下高校教师发展有效性分析——以美国高校教师发展实践为例

高校教师发展的主体是教师,高校应为其提供环境,以促进教师的发展。高校的教师发展实践能否有效促进教师发展取决于其激发的教师发展动机水平。本文根据弗洛姆预期理论,针对影响动机水平的过程因素,分析了美国高校的教师发展实践。美国高校教师发展实践的有效性表现为在满足教师需求、排除发展障碍、鼓励发展努力、评价发展表现等方面有利于激发教师的发展动机水平。我国高校应借鉴美国经验,强调以教师为中心的发展,建立导师制,并加强制度化建设。     

斯坦福大学教师教学发展述评

斯坦福大学非常重视教师教学发展,该校教学中心是负责教师教学发展的专职机构,人力资源处则是教师教学发展的兼职机构,其教师帮服机构为教师教学发展提供了有力支持,教学文化为教师教学发展指明了方向。斯坦福大学重视教师教学发展的校本性、引领性、专业性和组织教学发展。     

教师专业发展：重在引领教师精神解放主动发展

教育质量取决于教师的教育智慧和专业水平,而教师的专业发展,其根本在于教师的主动发展,在于教师精神的解放,我们把此作为学校发展的核心内容,在促发教师专业追求,创设发展平台等方面进行了深入的探究。     

浅谈教师的角色与发展

教师的角色与发展,首先是对新世纪教师角色的思考,从“教师是谁”到“教师道德规范”,教师就是人类文化科学发展中承前启后的中介和纽带,是对受教育者的心灵史家特定影响为其职责的人,而教师道德是一种能使教师个人担负起其教师角色的品质,即现实教师之特殊性目的的品质,是教师能充分实现其教育潜能的品质.其次是新世纪教师的发展,教育发展的关键又在于教师素质和专业发展水平的提高,所以提出了要重视教师的发展.     

大学教师专业发展的文化桎梏及其破解

大学教师专业发展是当酋高等教育研究领域中的一个热点问题,大学教师文化对大学教师专业发展起着导向、规范、凝聚、激励和创新的作用,是大学教师专业发展的生态环境.不良的教师文化可能成为大学教师专业发展的桎梏;针对大学教师专业发展中出现的突出问题,从文化本源扫除制约大学教师专业发展的障碍,革新不适合当代大学教师专业发展的传统文化,将会极大地促进大学教师专业的良性发展.当前主要是要建立以专业为导向的职业文化、促进大学教师的文化自觉、提倡和构建教学学术文化、推动教师间的自然合作.     

高校英语教师自主发展中的问题与对策研究

对当前河北省高校英语教师自主发展现状的调查与分析表明,尽管英语教师们认识到自我学习、自主发展的必要性,但仍存在缺乏自身专业发展规划,忽视自我学习的价值和教师团体合作的力量,缺乏自我反思、科学研究素养等问题.教师应注重对自身专业发展规划的重构,加强自主性与社会化并重的教师专业学习,实现从技术型到反思型的转化,同时学校应注重对教师科研素质的培养并创设相应的条件.     

学校文化建设与教师专业发展

通过讨论学校文化的含义、学校文化的内容和结构以及学校文化的特性,分析影响学校文化的因素,探讨高校文化对教师专业发展的作用,其目的是说明创建良好的高校文化对促进教师的专业发展的重要性。     

“互联网+”时代的大学教师发展

大学教师发展是高等教育的热点,"互联网+"时代的大学教师发展面临着理念滞后、身份尴尬、发展焦虑、体制困境等难题。大家教师应主动适应"互联网+"时代的发展要求,学习借鉴国内外大学教师发展的经验,积极整合国内外MOOC自主学习平台,创新体制机制,盘活"互联网+"时代优质教育教学资源,促进大学教师发展。     

Mentoring new university teachers

Abstract

The paper begins by outlining evidence that mentorships are extensive in British higher education. Second, it examines the role of the mentor, drawing attention to the complexity and confusion that exists around this central issue. Next, the authors turn to the various models of mentoring. Taking issue with those who support formal intervention and hierarchical relationships, they argue for a more organic approach, in which regulations are not closely prescribed and participants are empowered to develop their partnership in ways that are congruent with their culture. The paper questions the relative lack of convincing data on the effectiveness of mentoring, either from research or from within organizations’ own evaluation systems, and suggests a future research agenda focused on this issue. Throughout, the focus is on the role of the mentor rather than the role of the mentee or protégé, drawing on data from the authors’ own universities, two ‘old’ research‐led universities with traditions of collegiality (Nottingham is a large provincial university that was founded in the 1880's and acquired a Royal Charter in 1948; Keele dates from 1950, is a smaller, campus‐based university, with strong traditions of multi‐disciplinarity).     

Concerns of new university teachers

Eighty-one newly appointed university teachers at the University of Copenhagen were interviewed about their concerns in connection with their forthcoming class-room début. It appeared that most of them had some previous teaching experience. Only one out of four had never taught before. Primary among their concerns ranked problems with their personal subject matter adequacy and with organizing and verbally presenting subject matter in an adequate form. A comparison of their chief concerns with the content components that are most frequently included in education courses for University staff, suggests that some of the latter have little relevance for specifically beginner teachers. A particular analysis of inexperienced new teachers relative to those with ample previous experience unequivocally supports the assumption that inexperienced new teachers are primarily ego-centered in their concerns whilst their more experienced colleagues are primarily teaching- or student-centered in their concerns about teaching. The implications for the design of training programmes for university staff are discussed.     

过年忙 忙过年

小寒大寒,立春过年。日子过得就是这么快,转眼间又要过年了。 按理说,“年”是一个节日,是一个可以休息和娱乐的假期,其实不然。有人曾经问我过年是什么感觉,我说就是一个字：忙!年味是忙出来的,大家都在忙着过年,越忙年味就越浓。     

Factors related to professional development of English language university teachers in Thailand

Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers’ professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers’ professional development in Thailand, the factors related to their development, the activities they used and the obstacles they encountered. The study was conducted through the use of a questionnaire to collect data from 217 full-time English language university teachers at 14 universities in Bangkok metropolis, selected through the multi-stage sampling technique. The results indicate that the overall mean score of Thai university teachers’ professional development was at a moderate level, and the factors of gender, academic title, degree and job responsibility were not related to professional development. Only one factor, university type, was found to be related to their development. This means that private university teachers had more professional development than those in Rajabhat and government universities. Discussing or sharing knowledge with colleagues was the activity they used to develop themselves most, with heavy teaching loads being the main obstacle. In addition, students’ background knowledge was the main obstacle to implementation of the received knowledge in teaching.