论综合实践活动的实施模式及其特点

综合实践活动是国家基础教育新课程计划规定的中小学必修的一门新课程。它的实施不是既定课程计划和教学方案的落实，而是该课程的开发、设计、实施、评价的全过程。本文论述了综合实践活动实施的基本模式、具体形式、学生的学习方式和教师的指导方式以及实施过程的特点。     

Teacher perceptions of professional development needs and the implementation of the K-6 science and technology syllabus

This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of 97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the inability to change is due to internal personal qualities. Specializations; K-6 teacher education in science and technology education, children's learning in science and technology.     

Profiling Primary School Teachers in Relation to Art Teaching

This paper contributes to the on‐going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in‐service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several profiles of teachers who teach art in primary schools in Cyprus. It describes five profiles of teachers, which emerged from analysing data from pupils (questionnaire and interview data) and teachers (interview data) and thus brings a fresh insight to the learning‐teaching situation. There are two profiles of art specialist teachers, named as artist‐teacher and specialist‐teacher, and three profiles of non‐art specialist teachers, named as enthusiastic, disappointed, and indifferent non‐specialist. The most effective teacher in the pupils' eyes is the specialist‐teacher, who integrates more successfully than the others their subject matter knowledge, pedagogical knowledge, knowledge of learners and knowledge of the environmental conditions.     

Challenging moments of novice teachers: survival strategies developed through experiences

The main objective of this qualitative research study is to demonstrate Norwegian and Turkish novice teachers’ reflections on bumpy moments and which strategies they use to cope with the challenges they have faced in practice. The participants of the present study are novice teachers (n = 17) with a maximum of five years’ teaching experience. The logbook and interview were the main data collection tools used to reflect novice teachers’ challenging moments. The data were recorded and transcribed separately in the two countries, and then the categories across the data were identified and the codes compared. The results mainly indicate that the novice teachers in both contexts are learning from their bumpy moments and using their problem-solving skills, based on either their repertoire gained during school practicum or their own strategies developed over time to find solutions to their challenging experiences.     

Teacher identity construction across the curriculum: promoting cross-curriculum collaboration in English-medium schools

This article reports on a qualitative study that explored the prospects for the promotion of collaborative relationships between English as a Second Language (ESL) and content teachers in Hong Kong. At the time of the study, the eight participants, four content teachers and four ESL teachers, were all teaching in English-medium secondary schools in Hong Kong. The study drew upon interview data to examine how the participants' construction of teacher identities can shape possibilities for collaboration between ESL and content teachers. The paper begins by discussing some of the key issues in promoting collaboration between content and ESL teachers, then draws upon the works of Wenger and Fairclough to describe a framework for understanding the construction of teacher identity in practice and in discourse. The framework is applied to reveal the major challenges facing the promotion of collaboration between content and ESL teachers. Implications for institutional change that might promote these collaborative relations are also discussed.     

‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers,international consultants and practitioners

This paper is a part of a three-year study, ‘Internationalisation and reform of secondary schooling in Kazakhstan’, jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012–2014. The study was conceived as a mechanism to support education reform in the country. This was achieved through reconstructing the education policy narrative of the last two decades and understanding the effects of the newly established Nazarbayev Intellectual Schools and the Centres of Excellence in-service professional development programme on the larger system. While the focus of the study was on Kazakhstan’s educational present, the references to the previous system of education, which was often referred to as Soviet, traditional, but also successful, fundamental and the best in the world, were numerous. These continuous references to the past prompted the authors of this paper to address the questions: What memories and practices of Soviet education are still dominant in the field of education in Kazakhstan? How do these beliefs continue to shape educational debate in the country? In support of its argument, the paper draws on the literature on Soviet schooling and contemporary education reform, interview data with national and international teachers in Kazakhstan, and field observations. The resultant narrative, which brings together the analysis of educational change and changes in teachers’ beliefs, may appeal to many involved in the construction of the contemporary reform agenda.     

Targeted Support for Using Technology-Enhanced Science Inquiry Modules

Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.     

Talking About Teaching Episodes

This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes, and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used. We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings provide insight into how teachers are “seeing” classroom events in a video case study.     

Stakeholders’ perspectives of the nature and role of assessment during practicum

This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory-practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment.     

Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’

This paper draws from a novel study of graduates from a one year Professional Graduate Diploma in Education (PGDE) course at the University of Aberdeen in Scotland. The study explored how beginning teachers in their various contexts used the theoretical ideas of inclusive pedagogy. Observation and interview data were analysed to reveal linkages between the principles that informed the course and the practices of programme graduates. By drawing on examples from the data that illustrate inclusive pedagogy in action, questions are addressed about how teachers in diverse classrooms create learning environments with opportunities that are available to everybody.     

The Influence of Teacher Development on Secondary Content Area Supervision Among Preservice Teachers

This study addresses the issues and challenges faced by university supervisors when providing content-specific and general pedagogical feedback to preservice teachers. Study data highlight the perspectives of six preservice teachers as they reflect on their supervisory experiences over the course of a licensure year. Survey, interview, and written observation data from preservice teachers and university supervisors reveal the influence of teacher development and content area conventions on how preservice teachers view their teaching abilities and their expectations of university supervisors. Findings will inform how others may approach mentoring, support, and the evaluation of beginning teachers.     

Curriculum augmentation: An application and evaluation of the process

This study was designed to test the feasibility and appropriateness of curriculum augmentation, the process of further developing and strengthening available curricular materials along specified dimensions. The curriculum selected for augmentation in this study was an elementary school social studies unit entitled A House of Ancient Greece, developed in the MATCH Project of the Boston Children's Museum. Following a preliminary analysis, it was decided to augment A House of Ancient Greece by producing a modified Teacher's Guide (containing affective and cognitive learning objectives stated in terms of pupil performance expectations and suggested pupil assessment procedures), an audio tape to supplement the kit materials, and a teacher education component.In addition to briefly outlining how the augmentation of this curriculum was accomplished, the paper describes a field study which was conducted in order to assess the effectiveness of the augmentation. The data of the field study, conducted in schools in New York, Pennsylvania, and Massachusetts, support the following conclusions: (1) contrasting versions of the Guide appeared to produce no significant differences in classroom behavior, (2) the classroom performance of workshop-trained teachers appears to have been superior to those not so trained, (3) a high proportion of teachers preferred the augmented Guide over the commercial version, (4) A House of Ancient Greece showed itself to be an exceptionally fine curriculum, apparently eliciting classroom performance well above the norm, as well as great enthusiasm on the part of teachers, pupils, and parents.The research reported in this paper was conducted while the author was affiliated with the Eastern Regional Institute for Education (ERIE), located in Syracuse, N.Y., and the assistance of former ERIE Staff Associates Richard Andrulis and Charles W. Wallace in conducting the field study described herein is gratefully acknowledged.     

Using Interviews to Predict the Success of Teacher‐education Students

In November 1987, the School of Education at the University of Tasmania at Launceston (then the Tasmanian State Institute of Technology) commenced a programme of pre‐entry assessment of BEd applicants with a view to conducting an ongoing research programme aimed at improving the quality of trainee teachers. Pre‐entry data gathering included English and mathematics skills, learning style, Higher School Certificate (HSC) aggregate scores and interview assessments of each applicant by a panel of at least two academic staff of the School. This paper reports findings from the interview data gathered on students who entered the BEd programme in 1989. In particular, the evidence from this cohort of students suggests that interview ratings by academic staff are successful predictors of future practice‐teaching performance, whereas HSC aggregate scores are not at all predictive. In addition to this finding, the data indicate that staff interview assessments are only marginally weaker than HSC aggregate scores as predictors of academic performance on the BEd course.     

Joint confirmatory factor analysis of the differential ability scales and the Woodcock‐Johnson Tests of Cognitive Abilities–Third Edition

This study examined the underlying constructs measured by the Differential Ability Scales (DAS; C.D. Elliott, 1990a) as they relate to the Cattell‐Horn‐Carroll (CHC) Theory (K.S. McGrew, 1997) of cognitive abilities. The DAS and Woodcock‐Johnson Tests of Cognitive Abilities (WJ‐III COG; R.W. Woodcock, K.S. McGrew, & N. Mather, 2001) were administered to 131 children in grades 3 through 5 who took part in a concurrent validity study included in the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition, technical manual (K.S. McGrew & R.W. Woodcock, 2001). Confirmatory factor analyses using maximum likelihood estimation were conducted with the AMOS 5.0 (J.L. Arbuckle, 2001) statistical program to evaluate three models of increasing complexity, to compare how well each fit the data set, and to identify the one that best described the underlying constructs measured by the DAS. Results suggested that the synthesized Three‐Stratum CHC Model provided the most parsimonious representation among the three models tested. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 119–138, 2007.     

Strengthening and sustaining professional learning in the second year of teaching

The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers.     

Is the world their oyster? The global imagination of pre-service teachers

This paper reports on a qualitative interview study with eleven pre-service primary teachers in Queensland about their career plans, exploring whether, and how, a global imagination motivates this next generation of teachers. The study is framed within sociological theory of globalisation, with regard to the growing possibilities for international mobility for work purposes, and the new life circumstances that make this imaginable. Teaching as a profession has changed and teachers are no longer as entangled with specific systems or geographical locations anymore. International recruitment campaigns are shown to pursue pre-service teachers during their university preparation. The analysis of the interview data reveals the kind of impact these possibilities make on how pre-service teachers imagine their career, and what other considerations enhance or limit their global imagination. The findings are used to reflect on the highly localised governance of pre-service teacher preparation and the limited State-bound imaginaries to which these pre-service teachers are unnecessarily confined in their preparation.     

英语写作教学中的师生面谈反馈研究及实践

师生面谈反馈指的是师生之间一对一的关于学生作文和写作过程所进行的写作会议。写作师生面谈被认为是一种高效并有效的写作反馈方式(Ferris,2003;Williams,2004)。以往对于写作教学中的师生面谈反馈更多是一语的语境下;即使是二语的语境下,研究的重点更多的是放在对于教师或学生某一方在互动中的表现。本研究基于交互假说(Long,1981,1985,1996)和注意假说(Schimdt,1990)搭建起的沟通和辅助相结合的理论框架,根据对某中国大学的两位英语写作老师和五位大学一年级学生为期两个学期的调查和数据采集,针对老师和学生双方在互动中的表现以及其效果进行分析,作者发现利用师生面谈反馈对低水平学生的英语写作进行辅导时效果明显,并整理出一套师生面谈反馈的谈话模式以供其他老师实际操作英语写作教学中的师生面谈。