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21.
英国入职教师教育国家课程探析 总被引:1,自引:0,他引:1
傅树京 《课程.教材.教法》2007,(12)
英国入职教师教育国家课程对合格教师资格标准,课程总要求,英语、数学、科学和信息交流技术在学科教学中的应用等几个方面进行了规定,并提出了较为具体的要求。实施其课程的目标是达成合格教师资格标准。该课程具有实践性,注重信息交流技术在学科教学中的作用,注重中小学在教师教育课程中的作用。这些启示我们要尽快制定教师资格标准,强化实践性入职教师教育课程并注重对其实施效果进行指导和监督。 相似文献
22.
Yukari Takimoto Amos 《International journal of qualitative studies in education》2016,29(8):1002-1015
AbstractThis qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color. 相似文献
23.
Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement. 相似文献
24.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
25.
随着教师专业化发展和不断提高教育质量的迫切要求,当代西方专业学习共同体理论也应运而生。在历经了共同体理论、学习型组织理论、学习共同体理论之后,教师专业学习共同体理论也逐渐完善,并在促进教师专业发展的实践中产生了非常积极的作用。成功的专业学习共同体不仅具有共享和支持性的领导、共同的价值观和愿景、共同学习和应用、共享的个人实践、支持性条件等五个特征,而且还具有专注于学习、合作的文化、聚焦于成果等基本理念。 相似文献
26.
通过对30所院校的192份本科层次的教师教育专业或师范专业人才培养方案的分析发现,当前师范专业培养人才的类型、胜任工作类型和适于任职单位都呈现出多样化特点;不同培养方案对培养目标和培养规格应该包括哪些内容没有形成一致的意见;培养方案对教师培养的认识存在差异,尤其是对未来教师需要掌握哪些知识、能力、职业道德存在不同的理解,对未来教师是否需要掌握这些内容也有不同的认识;培养方案没有借鉴当前教师培养、教师知识的研究成果。本研究对培养方案的改进提出建议。 相似文献
27.
教育是心灵的事业,教师职业应当是一种幸福的职业。影响教师获得幸福感的因素很多,其中最重要的是职业成就。教师如果能在和谐的氛围中尽情地展示自身的价值,并获得国家、社会、学校、家长、学生的重视与尊重,就容易产生职业幸福感。教师培训让中小学教师体验到前所未有的快乐与幸福,触动了他们深刻思考的神经,使其增强了对教育事业的责任感、自信心,为自身职业生涯的发展注入了生机与活力。 相似文献
28.
在美国,社会取向教师教育课程思想逐渐成熟起来,它假设了教师是知识与社会的转换者,试图在教师教育课程中培养教师实现教育公平的社会道德和责任感、知识和技能,使得教师能够在美国多元化群体学生日益增长的环境中进行有效教学。 相似文献
29.
教师是一个类似于医学、护理或临床心理学的临床实践专业。为达成培养高效教师的终极目标,美国"临床实践型教师教育"聚焦实践性教育学环节,对教育实习的目标与内容、实习基地学校和指导教师的资格认证均作出了明确规定。为确保教育实习的成效,"临床实践型教师教育"强调相关主体应建立起支持性合作伙伴关系,并尝试搭建全国性的信息网络平台,从而形成具有整体性、连贯性的教育实习体系,以培养高效教师,满足教育需求。 相似文献
30.
Xiao Zhang Jari-Erik Nurmi Noona Kiuru Marja-Kristiina Lerkkanen Kaisa Aunola 《Learning and individual differences》2011,21(6):690-698
This study aims to validate a teacher-report measure of children's task-avoidant behavior, namely the Behavioral Strategy Rating Scale (BSRS), in a sample of 352 Finnish children. In each of the four waves from Kindergarten to Grade 2, teachers rated children's task-avoidant behavior using the BSRS, children completed reading and mathematics tests, and trained testers rated children's task-avoidant and social-dependent behavior after the test situation. Mothers also rated children's task-avoidant behavior in the last two waves. The results showed that a two-factor model including one factor representing task avoidance and one method factor accounting for wording effects among the negatively phrased items fitted the data best. The scale demonstrated strict measurement invariance across all four waves and satisfactory convergent and discriminant validity. Teacher-reported task avoidance was negatively associated with performance in reading and mathematics. The results suggest that the BSRS is a reliable, valid, and developmentally suitable instrument. 相似文献