The Provision for Personal, Social, Health Education (PSHE) and Citizenship in School-based Elements of Primary Initial Teacher Education

This small-scale research study looks at the PSHE/Citizenship framework and the opportunities for student teachers to understand and experience within school the relationship between values, personal and social development and learning. A questionnaire was given to two sets of student teachers on their final school-based placements. The research suggests that there needs to be greater recognition of the centrality of multi-cultural awareness and understanding within the political literacy section of the PSHE/Citizenship framework. This is the counterpart to a previous study of the opportunities for values education within the university-based elements of Primary Initial Teacher Education ( Mead, 2003 ).     

A Social Skills Training (SST) Programme for Victims of Bullying

The article begins with an introduction to the problem of bullying in schools. Next, the relative strengths and weaknesses of some interventions for victims of bullying are discussed. In the second part of this article the reader is introduced to the Social Skills Training Programme that the writers developed. In particular, some of the practicalities of setting up and conducting the groups are mentioned. The content of the sessions, in terms of the skills that were focused on and the techniques that were used, are described. In concluding the article some lessons learned for those interested in this type of intervention are offered.     

教师社会技能及其反思性训练

社会技能是个体在特定社会情境中有效、适当地进行交往的-活动方式。教育是一个人际交往过程。作为教育技能不可缺少的组成部分，社会技能对教育发展具有重要作用。反思性训练是以自己的职业活动为思考对象进行审视和分析的过程。教师作为成人学习者具备基本的反思能力，能够对自己的教育意识和教育行为进行批判与自我矫正。教师职业的高独立性与创造性以及社会技能形成过程的长期性与稳定性决定了教师社会技能训练首选反思性训练模式。     

专业化背景下小学教育本科专业技能培养体系研究

小学教育本科专业承担着为基础教育培养高素质小学教育师资的任务,在基础教育课程改革和教师教育专业化背景下,小学教育本科专业必须根据自身专业特点加强学生专业技能培养。本文对小学教育本科专业技能培养的特点、内容体系、基本要求、训练模式进行探讨。     

Evaluating a Special Education Training Programme in Nicaragua

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.     

新疆双语师资培训教学中的几个重要问题探析

文章以南北疆双语师资培训调研为基础,重点反映2004-2005年间新疆维吾尔自治区中小学少数民族双语师资培训在教学内容、教学方法和教学效果等方面的情况,同时提供作者对这些问题的思考和改进建议,旨在为政府有关部门进一步完善自治区双语教师培训方案、提高新疆中小学少数民族双语教师培训质量提供参考依据。     

Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.     

The challenge of shaping socially responsible teachers*

It has been vigorously argued over decades that trainee teachers hold entrenched, stereotypical attitudes and beliefs about diverse groups of pupils. These assumptions have been shown to create discriminatory teaching practice which affects the educational attainment of pupils as young as five. This article reports on a study of the complex issues involved in challenging trainee teacher assumptions in an attempt to address the cycle of perpetuating stereotypes. The study was carried out within the context of Initial Teacher Training during a 10-month primary PGCE programme at an English university. The professional reflections of a participant sample of trainee teachers were analysed to ascertain the participants’ awareness of their own socio-cultural beliefs and assumptions and how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for all teacher training programmes that attempt to ensure educational equality for children.     

社会技能训练在儿童孤独感干预中的应用

儿童社会技能缺失是导致其孤独感产生的重要原因,对孤独感儿童进行社会技能训练显得十分必要。根据社会技能训练的相关理论假设,研究者们一般从行为、认知、情感三个角度对儿童交往技能进行训练。儿童社会技能训练常用的方法有"榜样策略"、"行为塑造法"、"角色扮演"、"系统训练法"等等。     

我国心理健康教育师资培养的模式及存在的问题

我国学校心理健康教育有科班式的学校专业培养模式和半路出家式的继续教育培养模式等两种典型师资培养模式,但存在与社会的需求和发展相脱节、把心理健康教育教师的培养与心理咨询师的培养混为一谈等问题,因此应引起高度的重视。     

教师信息化教学能力培养策略的个案研究

本文的关注点在于,如何采取有效的措施促进一个区或县的教育信息化的均衡发展.在分析教育信息化深化发展的特征与发展中存在的问题的基础上,提出了区域推进教育信息化的策略框架,并对利用网络课程平台与支持服务系统促进区域教育信息化发展的操作过程进行了论述.     

教师元认知技能研究及其培训途径

随着教师教育运动的国际化 ,教师元认知技能的培训已被视为提高教师教育教学能力的一个新途径。加强对教师元认知技能的培养有助于增强教师的反思能力 ,有助于增强教师的自我教学效能感与实际教学能力 ,有助于增强教师的教学监控能力。教师元认知技能培训有以下途径 :加强对教师元认知知识的培训 ,加强对教师元认知调节控制能力的实践模拟训练 ,加强对教师自我效能感的激励活动     

高职院校开展会计职业技能社会培训的对策分析

财政部颁布的《会计行业中长期人才发展规划(2010-2020年)》,鼓励高职院校重视并积极开展社会职业培训和岗位培训。本文在调查分析高职院校面向社会开展会计职业技能培训现状的基础上,提出了明确职业培训定位;理顺管理体制,加大对培训的支持力度;促进培训市场的开发利用;推进培训师资建设;推动培训模式创新等具体对策。     

新型小学教师的培养研究初探

社会的发展，科学技术的猛进，教育改革的深化，越来越需要具有创新能力的全面的终生学习型的小学教师，但是未来小学教师——师范生的能力和现状却堪忧，本文从知识的传授和德育的渗透相结合：专业知识的精通和知识、能力的全面发展相结合：课内学习和课外学习相结合，从而培养终生学习的习惯；知识的学习和创新能力的培养相结合四方面阐述了如何培养新型小学教师。     

Multiculturalism,education for sustainable development (ESD) and the shifting discursive landscape of social inclusion

Australia has a long and sometimes turbulent relationship with the migrant Other. This paper examines a component of this relationship via the window of contemporary multicultural policy. The paper begins with an analysis of the political and social conditions that enabled a national and bipartisan policy of multiculturalism to emerge as formalised federal policy during the late 1960s and early 1970s. The paper re-problematises the influences that helped shape Australia's articulation of race and ethnicity and argues that multiculturalism, within a post-September 11 environment, can no longer be framed solely within its traditional framework of social justice. The paper positions education for sustainable development (ESD) as an emerging discursive field that provides educators with an alternative road map for critiquing Australia's fluid relationship with the migrant Other. By linking the tenets of multiculturalism with ESD, this paper suggests pre-service teacher educators are presented with a productive, and at the same time politically palatable, means for regaining pedagogical traction for a semi-dormant agenda of social inclusion.     

初等教育信息技术基本技能训练及测评研究

信息技术基本技能训练及测评是初等教育专业的重要学习任务,是小学教师信息化教育的重要保证.课题组通过对不同对象的问卷调查和访谈,对信息技术技能诸多问题进行调研,并在数据采集和结果分析的基础上,制定出科学有效的训练与测评方案.在此基础上编写成的训练手册,将成为提升信息技术基本技能教学质量的重要工具.     

Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts

This article focuses on exploring initial teacher trainees' experiences and perspectives on the role of the teaching assistant (TA) in mainstream primary contexts. A backdrop of shrinking school budgets coupled with a ‘mainstream for all’ political agenda is contributing to growing uncertainty about the role of TAs in education. This article presents the results of a small-scale empirical study, involving 75 initial teacher trainees at the University of Cambridge. Trainees' perspectives regarding the roles/responsibilities that TAs have been seen to undertake and perceptions regarding the impact of the TAs they worked with were ascertained, with the aim of exploring how well current ITT content prepares students for an effective teacher/TA working relationship. Concept modelling was used as an analysis tool, to present visual representations of these perceptions. Trainees emphasised the administrative, pedagogical and pastoral roles that TAs were perceived to undertake and specifically highlighted the perceived ability of TAs to support students displaying needs relating to social, emotional and mental health. The findings highlight that the vague nature of current ITT content in relation to the role of TAs continues to serve as a barrier to students building coherent and consistent understandings of the successful deployment of TAs in English primary contexts.     

认真推进校本培训——教师继续教育再研究之二

校本培训是教育部在《关于实施"中小学教师继续教育工程"的意见》中提出的课题,如何认识、实施校本培训是中小学教师继续教育的当务之急。为此,对校本培训从概念、特点和实施三方面进行论述,以进一步推进校本培训。     

Child abuse and neglect: Training needs of student teachers

Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting; policies, procedures, and legislative frameworks; and direct work with children. Considerable gaps in knowledge were found. Results between student groups varied and provide evidence of the need to develop pre-service child protection training. The importance of differentiation between student groups in terms of training content is emphasised.     

高职师范生教师职业技能的训练研究

高等师范教育的培养目标是合格的中小学教师,目前对中小学教师的职前培养和职后培训,都存在着重知识、轻技能的倾向.解决这一问题的关键是要加强技能训练.高师学生教师职业技能训练要以课程改革来实现技能训练的普遍性,以创新方法来实现技能训练的深入性,以岗位实习来检验和完善职业技能训练.