Teachers’ resilience and well-being: a role for educational psychology

The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers.     

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.     

Critical Discourse Analysis： A Theoretical Framework for Analyzing Mathematics Teaching in Multilingual Classrooms？

The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis （CDA） drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the）＇ make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough＇s CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom.     

Future Sex Educator Perceptions of Rural Versus Urban Instruction: A Case for Community-Centered Sexual Health Education

Instructors of sexual health courses in rural areas face unique challenges as they are often forced to use school-based prevention curricula field-tested in urban areas. Research has yet to consider what future sex educators’ regional expectations are for their profession and how those expectations might have an impact on the classroom. Drawing from interviews with 26 sex-educators-in-training, we find that future educators tended to expect that rural communities would be less diverse, more conservative, and less informed about sexual health matters, even though research demonstrates that today's rural communities inconsistently align with those perceptions.     

汽车检测与维修技术专业紧密型校企合作实训基地建设

汽车检测与维修技术专业具有与其他专业不同的教学特点与要求。文章在分析目前汽车检测与维修技术专业特点的基础上,提出制定该专业实训基地建设的原则,以及汽车维修企业与学校融合,建设本专业紧密型校企合作实训基地的思路,对实训基地的建设有借鉴意义。     

台湾技职院校双师型教师队伍建设的经验和启示

介绍台湾技职院校师资队伍的特点,分析台湾教育部门和技职院校在发展双师型教师队伍建设中所制定的制度和采取的具体措施,结合大陆高职院校双师队伍建设现状,建议大陆应借鉴台湾,在完善教师评聘制度、凸显教师进修实践性、实现产教一体化、推广职业资格考证制度方面做出努力。     

国家骨干校建设视域下的双师型教师队伍建设刍议

随着社会的发展,针对当前双师型教师队伍建设中存在的问题,国家骨干高职院校应建立健全规章制度,建立双师型教师培养体系,拓宽双师型教师的引进和培养途径,加强兼职教师队伍建设。     

职技高师师范生职业倾向性实证研究

采用问卷调查法,对465名职技高师在校师范生进行调查分析.结果发现：职技高师师范生的教师职业倾向性整体上是较为积极的,但是比较其对去普通学校和职业学校任教的倾向性不难发现,他们去职校从教的意愿较低,需要国家、学校及学生自身多方努力,培养其对职业教育的积极向往,彰显其职技高师特色.     

应用型高校教师胜任特征模型的实证研究

本文以应用型高校教师为研究对象,在文献信息综合与分析的基础上,运用问卷调查、行为事件访谈、德尔菲等方法,通过探索和验证两条路径,经与研究型大学及高职院校教师的胜任特征因素的分类对比,探讨建立应用型高校教师的胜任特征模型,并分析了该模型的应用价值。     

大学教师职业生涯管理策略探析

教师队伍是教育事业的核心,其整体水平直接影响着一所大学的教学、科研水平。提高教师水平必须重视教师的职业生涯规划与管理。科学的教师职业生涯管理是一种长效激励手段,不仅有利于整合高校教师资源,提高教学质量,而且有利于提高我国教育事业的核心竞争力,实现教育事业的长期可持续发展。本文在明确了大学教师职业生涯管理的内涵与意义的基础上,分析了我国大学教师职业生涯管理的现状及存在问题,在分析借鉴国外关于大学教师职业管理的经验的同时,提出了我国大学教师职业生涯管理的具体策略。