中师语文课前说话初期指导

课前说话是中等师范学校口语训练的一种方式.在其初期训练阶段,我们应端正学生的思想,解除学生的顾虑,让学生敢于说话;降低难度,慎选话题,让学生易于说话;创设情境,激发兴趣,让学生乐于说话.     

Mediating ‘School Direct’: The enactment of a reform policy by university-based teacher educators in England

The period 2010 to 2014 is widely acknowledged as a time of highly significant education reform in England, including of Initial Teacher Education (ITE). The Conservative–Liberal Democrat coalition government introduced a programme of ‘school-led’ education policies, of which ‘School Direct’ was intended to shift the balance of power, resources and modes of training teachers away from universities towards schools. Through an analysis of interviews with leaders of ITE in universities in two English regions, we examine the mediations of the School Direct policy from a socio-cognitive and activity-theoretical perspective. We identify three emotional frames for perceiving School Direct within the policy environment, drawing on the Vygotskian concept of perezhivanie. We also identify two policy enactment activities that involved bargaining within and rebrokering relationships between universities and schools. Consequently, we argue that the mediations of School Direct reported by the university leaders in our sample can be understood as limited appropriations of the policy within a highly charged emotional context where institutional risks were felt to be ever-present. We conclude that these leaders did not believe that School Direct achieved a transformation of ITE on the basis of a reconceptualisation of existing practices. The article contributes both to the scant research literature on School Direct as a significant reform by studying university leaders’ accounts of policy mediation and the socio-cognitively informed literature on policy enactment by foregrounding the emotional-affective dimension of sense-making.     

Configuring the three-way relationship among student teachers' competence to work in schools,professional learning and teaching motivation in initial teacher education

This mixed methods study investigated pre-service student teachers' self-perception of competence to work in schools, and its relationship with professional learning and teaching motivation in the context of initial teacher education (ITE). Two major dimensions of competence to work in schools emerged in the study: (1) understanding school organization, and (2) managing growth-fostering relationships with teachers and peers. Learning in ITE fieldwork and Learning in ITE coursework were found to predict this competence, although the predictive relationship was partially mediated by “Intrinsic: interest and efficacy in subject taught” motivation and “Altruistic-intrinsic: multifaceted and stimulating job nature” motivation. Implications for ITE are discussed.     

A Tale of Two Cities: a comparison of the PGCE Secondary English programmes at the Universities of Bristol and Malta,with particular emphasis on the student teachers' school‐based experience and the role of the mentor

In this article, we compare the Secondary English Post Graduate Certificate of Education (PGCE) programme for initial teacher education at the University of Bristol, UK, with that at the University of Malta, with particular attention to the content of the respective programmes and the role of the school‐based mentor. We explore issues raised by the fact that, while Bristol relies on a mentor figure to support all student teachers, the Maltese programme does not yet use this model. Consideration is given to the benefits and challenges of working with mentors and the implications for student teachers and their mentors with the development of the newly‐introduced School Direct programme in England.     

My cooperating teacher and I: how pre-service teachers story mentorship during School Placement

ABSTRACT

Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers’ experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest the pre-service teachers view their mentors as models for future selves, based on a simplistic dichotomisation of good and bad practices. The results highlight how mentor teachers act predominantly as gate keepers of school culture rather than as a source of support for pre-service teacher learning. Findings are discussed from the perspective of local and international implications for teacher preparation.     

From PE experiences to PE teaching practices? Insights from Scottish primary teachers' experiences of PE,teacher education,school entry and professional development

Morgan and Hansen suggest that further research is needed to explore how non-specialist primary teachers approach and teach physical education (PE) based on their personal school PE backgrounds, teacher education experiences and ongoing professional development. This paper adopts Lawson's socialisation model, a theoretical framework subsequently used by many other researchers, to explore how primary teachers' experiences in various contexts ‘shape [their] knowledge and beliefs about the purpose of physical education, its content and teaching approaches’. Examining teachers' beliefs and attitudes towards PE is arguably important as it highlights how they approach the profession and enact particular teaching practices. We examine the views of 327 non-specialist primary teachers who participated in a postgraduate certificate in primary PE run by the Universities of Glasgow and Edinburgh. This article reports findings from the baseline data of our longitudinal research—arguably crucial in ascertaining teachers' starting point and useful in monitoring the programme's impact. Our findings suggest the prevalence of negative PE experience during primary and secondary years, which we considered part of Lawson's ‘acculturation’ phase. Experiences during initial teacher education (ITE) or ‘professional socialisation’ showed that teachers were only given a basic starting point, which was inadequate for teaching PE effectively. The initial teaching experience or ‘organisational socialisation’ stage also presented major challenges for teachers who endeavoured to apply knowledge and skills acquired during ‘professional socialisation’. We suggest that how teachers' conceptions about PE are formulated and the accounts of challenges they encountered upon school entry are vital for the design and delivery of effective ITE and PE-CPD. Additionally, these findings underpin the need for more critical and reflective learning experiences at all levels of PE.     

Using social theory in educational research: a practical guide

In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an additional assignment for the parties involved, this is put forward as an inherent part of the profession, just as it is the general medical practitioner’s duty to keep up with the latest scientific developments, implement new approaches, and confer and exchange experiences with confreres. The authors suggest that such an approach could contribute to a stronger tie between theory and practice in teacher training itself, and to a reinforcement of the knowledge basis in the teacher training curriculum and the teaching profession. They discuss how research can be conceived in the teacher training curriculum and subsequent professional setting, and propose establishing a narrow link between action research and the learning cycle intrinsic to experiential learning. The article draws on the authors’ experiences at the Department of Teacher Training of the Vrije Universiteit Brussel (Free University of Brussels), where action research is a compulsory subject in the curriculum.     

Characteristics of bifurcation and buckling load of space truss in consideration of initial imperfection and load mode

This study investigated characteristics of bifurcation and critical buckling load by shape imperfection of space truss,which were sensitive to initial conditions.The critical point and buckling load were computed by the analysis of the eigenvalues and determinants of the tangential stiffness matrix.The two-free-nodes example and star dome were selected for the case study in order to examine the nodal buckling and global buckling by the sensitivity to the eigen buckling mode and the analyses of the influence,and characteristics of the parameters as defined by the load ratio of the center node and surrounding node,as well as rise-span ratio were performed.The sensitivity to the imperfection of the initial shape of the two-free-nodes example,which occurs due to snapping at the critical point,resulted in bifurcation before the limit point due to the buckling mode,and the buckling load was reduced by the increase in the amount of imperfection.The two sensitive buckling patterns of the numerical model are established by investigating the displaced position of the free nodes,and the asymmetric eigenmode greatly influenced the behavior of the imperfection shape whether it was at limit point or bifurcation.Furthermore,the sensitive mode of the two-free-nodes example was similar to the in-extensional basis mechanism of a simplified model.The star dome,which was used to examine the influence among several nodes,indicated that the influence of nodal buckling was greater than that of global buckling as the rise-span ratio was higher.Besides,global buckling is occurred with reaching bifurcation point as the value of load ratio was higher,and the buckling load level was about 50%-70% of load level at limit point.     

湖南安化界牌话同音字汇

湖南安化界牌话属湘语。介绍了界牌话的声韵调并列出了界牌话同音字汇。     

Effects of Actual (Manipulated) and Perceived Similarity on Liking in Get-acquainted Interactions: The Role of Communication

The effects of actual and perceived similarity on interpersonal outcomes (e.g., liking) in initial interactions were examined in a live interaction paradigm, which also included a pre-interaction manipulation of bogus similarity or dissimilarity. Pairs of previously unacquainted students engaged in a two-segment interaction using a structured self-disclosure task. One member of the pair was assigned to disclose while the other listened in the first segment; the two then switched roles in the second segment. Participants who received bogus information (prior to the interaction) that the other was similar expected to experience more liking toward the other and enjoyment of the interaction, relative to those who received bogus dissimilarity information. The pre-interaction manipulation of similarity/dissimilarity, however, did not generally affect liking and other affiliative outcomes once the pairs interacted. Perceived similarity was strongly associated with liking, closeness, and the other affiliative outcomes. Furthermore, more support was found that liking leads to similarity (Morry, 2005) than that similarity leads to liking in the initial interactions.