我国教师行为文化的实然诊断、原因分析与对策探究

教师行为文化对于学生的精神世界和专业发展都有重要意义。对实然状态下的教师行为文化进行分析发现其主要存在以下问题：价值取向保守,自身角色偏差;教师行为受到其特殊社会角色的束缚;行为孤立,缺乏合作;教师工作激情衰退,出现职业倦怠等。从历史、现实、教师自身和学校方面分析原因,进而提出应然状态下教师文化的理性追求：教师应该更新传统观念,转变自身角色;加强自身＂修学＂之功;走向开放与合作;学校应该完善教师管理,革新教师评价机制。     

中小学教师校际流动立法保障摭探

目前我国义务教育阶段教师流动呈现出一种不合理的状态,具体表现为教师外部流失、教师内部流失以及教师流动纠纷。从教师自身进行剖析,试图在法律上通过制定教师工资标准、明确教师职业性质、规范聘任制度来保障中小学教师的合理流动。     

《史记》载"高宗亮阴三年不言"考释——兼论司马迁叙史"疑则传疑"

《尚书·无逸》载"高宗亮阴,三年不言"事,其中"亮阴"之义,在学术史上一直存在争议。学者们对"亮阴"之训释,或从文字训诂而达经义,或并举训诂义和史料训释经文。他们的文字训诂皆通且文从字顺,然而释义则大异。究其原因,就在于前贤解释经文所征引的史料皆缺乏准确的时间和空间定位。所以,前贤所出之说仅为可能成立的结论。在没有确凿史料可以解释"亮阴"之义的情况下,司马迁存而不议且传之以疑,确可为卓然之见。司马迁疑则传疑思想的形成,取决于他作为一位杰出史学家所具有的史学思想的自主性。这种自主性表现为史家思想的自由和建立在求真基础之上的自律。     

许衡直解作品两种版本的差异比较

目前现存的许衡直解作品主要有四种版本,比较清乾隆五十五年怀庆堂刻本《许文正公遗书》中的许衡直解作品与《文津阁四库全书·鲁斋遗书》中的许衡直解作品,发现两个版本各有利弊：四库本虽存在较多谬误,但使用了很多同义词对译怀庆堂本中的说法,丰富了文章的表达方式,也便于读者理解;怀庆堂本尽管也存在个别疏失,但相对而言更接近于元代口语原貌,故更为可信。     

论高校思想政治理论课教师的角色意识与角色定位

高校思想政治理论课教师的角色意识与角色定位,关系着教师职业素养与课程本质的实现。高校思想政治理论课程特有的功能和特点,要求思想政治理论课教师必须担当起党的理论、方针、政策的宣讲者和大学生健康成长的指导者与引路人的角色。这一角色定位就要求任课教师必须确立自觉的类角色意识、群体角色意识与个人角色意识的综合素养,从而有效实现课程的教育功能,体现课程、学生以及教师自身发展的共同要求,以增强高校思想政治理论课教育教学的实效性。     

A demographic and epistemological divide: problematizing diversity and equity education in traditional,rural teacher education

This study documents the experience of an Asian woman faculty in the rural Mountain West as it relates to difficulties teaching predominantly White preservice teachers about the importance of diversity and social justice to prepare them adequately with skills and materials for their P-12 classrooms in a rapidly changing world. The current challenge has its origins in US history (the macro-level) and continues into the present (the micro-level) beyond the preservice teachers to include college of education colleagues and administrators, and community members. Using nexus analysis to reveal this larger picture, the hope is to develop actions to keep the problem from persisting into the future. This study is geography-specific in that not all rural areas are predominantly White, nor do they all share the same worldview. The results suggest that rural university communities remain predominantly White in their demographic makeup and crucial actors often hold fast to Whiteness and White ignorance. This is problematic – the need to transform and change is urgent in rural teacher education programs.     

The roles of teacher and student gender in German teachers’ attitudes toward ethnic minority students

Implicit and explicit attitudes play crucial roles in teachers’ judgments and behavior and might be part of the reason for the varying school performances of ethnic minority compared with ethnic majority students but also of female compared with male students. In this study, we investigated 80 female and 80 male German secondary school teachers’ implicit and explicit attitudes toward female and male Turkish students, expecting more favorable attitudes toward same-gender students. However, implicit and explicit attitudes toward male and female students were independent of teachers’ gender. An IAT revealed more negative implicit attitudes toward female than male ethnic minority students, while teachers explicitly favored female ethnic minority students. Results are discussed in terms of culturally divergent social norms and gender.     

Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice

The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.     

Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking

This study explores the affordances of a video-based professional development workshop for supporting physics teachers' content-specific judgments about evidence of student thinking. We rated both the quality of teachers' discussions and the judgments that resulted as they discussed video clips highlighting student thinking. We found that teachers' judgments were related to the quality of their discussions. Quantitative and qualitative analyses suggest that elaborated focus questions and interactions with colleagues may support teachers with relatively little physics teaching experience in using their collective wisdom to engage in a situation-specific skill necessary for responsive teaching.     

How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability of implementing SRL as a specific instructional domain. The process of the item and scale development is presented. Exploratory factor analysis suggests a four-factor structure. Next, confirmatory factor analysis was performed and goodness of fit estimates were calculated, indicating an acceptable fit. Further, comparing the TSES-SRL to The Ohio State Teacher Efficacy Scale reveals the domain-specificity of the instrument. Overall, the TSES-SRL is considered a useful instrument to measure teachers' feelings of competence regarding SRL implementation.