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The curiosity of Israeli educators from two separate educational systems (Jewish and Arab) was compared regarding five curiosity dimensions, types of curious people, and values that drive actions. Two assessment modes were employed (Likert-type and open-ended). The quantitative and qualitative analyses showed significant differences between the two groups on most measures, which were illustrated by authentic quotes from the participants. Inferences were drawn based on substantive culture-related explanations, some of which were qualified by response-style accounts. The paper concludes with implications for culturally-tailored professional development to enhance educator curiosity and their assessment for learning practice to nurture the curiosity and self-regulated learning of their students. 相似文献
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顾金兰 《天津职业院校联合学报》2014,(10):32-35
食品生物工艺专业始终围绕"四个对接"即人才培养对接用人需求、专业对接产业、课程对接岗位、教材对接技能等方面开展专业建设,将课堂搬进实训车间,进行"一体化"教学,不仅注重知识技能的有效传授,同时强调真实生产工作情境下团队合作等职业道德素质的培养,创设了生产型教学情境,开发了"校本化"课程体系,构建有效教学。文章以《典型焙烤食品制作技术》核心课为例,展示生产型教学情境的实施过程,并将"校本化"专业课程体系的具体实践做法进行了梳理和总结。 相似文献
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姚篮 《贵州教育学院学报》2007,23(6):38-40
小学教师专业化是世界教育发展的潮流和方向,也是我国基础教育课程改革成败的关键要素。小学教师的专业化面临着很多问题,校本发展是提高小学教师专业化发展的必由之路。 相似文献
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论校本教研与教师专业成长 总被引：17，自引：0，他引：17
作为行动研究的校本教研对于教师专业成长有着重要的促进作用;教师的专业成长亦对校本教研有着积极的反哺效应;综合而言,我们认为,校本教研是教师专业成长的一条有效路径。 相似文献
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This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted. 相似文献
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开展农村中小学教师校本课程开发培训势在必行,它关乎新课改的落实,关乎农村中小学学校的特色建设。通过培训使农村中小学教师厘清校本课程的内涵、目的及意义,也可使农村中小学教师明确农村学校校本课程的开发从哪里入手。对农村中小学教师校本课程开发培训秉持为“三农”服务基本理念,培训课程开发的基本模式借鉴深圳市龙岗区教师进修学校的经验,采用企业培训模式,即集群式模块课程模式和纳德拉重要事件模式。 相似文献
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Stephen Carney 《Scandinavian Journal of Educational Research》2013,57(4):413-429
This article presents findings from a study of teachers' development conducted in a large English 'comprehensive' school during a period of intense educational reform. In particular, it considers the ways in which experienced teachers contributed to and claimed benefit from a new national system of school-based initial teacher training (ITT). In addition to outlining the professional development possibilities for experienced teachers involved in school-based ITT, the article highlights a range of factors that appeared to constrain this development. By drawing on the English experience, the paper considers the implications of recent Danish policy related to school-focused teacher education, both in terms of the potential benefits for experienced teachers from involvement in such training, as well as more generally in terms of the quality and appropriateness of such forms of teacher preparation. 相似文献
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开展中职教师教育技术培训是中职教师能力建设的热点和难点问题之一,如何有效开展中职教师教育技术培训仍处于探索尝试阶段。研究将绩效技术的理论与方法引入中职教师教育技术校本培训,在校本培训绩效技术过程模型的指导下设计培训方案并实施培训,较为系统地探索了实施教育技术校本培训的过程与方法,丰富了中职教师教育技术培训的理论与实践,为开展相关研究与实践提供了参考。 相似文献
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校本培训是一种契合新建本科高校实际的教师培训形式,将校本培训的理念引入新建本科高校并不断进行实践探索,对加强新建本科高校的教师队伍建设,促进新建本科高校教师的专业发展,具有特别的意义与价值。在新建本科高校开展校本教师培训,应当遵循内源性原则、民主化原则和实效性原则。 相似文献