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Tertiary Education and Management - Faculty around the world are experiencing changes in their academic work. While “traditional” universities are responding to demands for greater... 相似文献
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This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession. 相似文献
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This paper analyses pedagogic practices in four fields in art and design higher education. Its purpose is to identify the characteristics that might be called signature pedagogies in these subjects and to identify their role in student centred learning. In a time of growing economic pressure on higher education and in the face of tendencies for normative practices brought about through mechanisms such as quality assurance procedures the authors seek to articulate and recognise the issues relating to spaces and pedagogies from this discipline that might be made to wider debates about learning in the sector. 相似文献
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长期以来,很多学者一直倡导指导教学的评价,即通过评估学生需求和监测其学习进展,适当地设计学习顺序,调整教学策略,改良学习计划,以便有效地促进学习目标的完成。本研究调查了形成性评价在美国中学科学课中的实施情况,并分析其对学生学习进步的影响。研究表明,教师都在努力使用形成性评价来指导教学,而学生取得的成绩各不相同。 相似文献
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John Windmueller Ellen Kabcenell Wayne Johannes Botes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,21(3):285-301
This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard
for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core
competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as
concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses,
via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field
are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in
the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far. 相似文献