理念创新呼唤师生角色新定位

本文从学生在教学活动中的地位、教师在教学活动中应发挥的作用两方面，说明了新的教育理念导致的师生在教学中角色的重新定位，并从社会经济发展需要的角度指出了其必要性。     

How prepared do newly-qualified teachers feel? Differences between routes and settings

Does it matter whether teachers are trained in schools or universities? In England, there is an ongoing change in the balance of routes to becoming a newly qualified teacher (NQT). Given this, and widely-reported problems with teacher supply, it is important to consider whether there are discernible differences between the routes in terms of their outcomes. This paper is based on a re-analysis of the 2015 Department for Education survey of 7,770 NQTs. The outcomes considered are the levels of reported NQT satisfaction with their overall training, preparedness to help improve pupil reading, whether satisfaction varies between routes, phases, and types of provision, how much of any difference is attributable to the prior characteristics of the students or to the routes alone. Using logistic regression, it was possible to explain around 18% of the variation in NQT responses. Most of the variation remains unexplained – perhaps because key but unknown variables are missing, and certainly because the level of satisfaction is generally so high. The average levels of satisfaction for NQTs are largely un-stratified by sex, disability, age and ethnicity. Within the two main routes of school- and university-led there is almost as much variability as there is between them. Once other factors are taken into account, the differences in reported satisfaction between routes and providers are small. There is, therefore, no particular reason to promote or support one route at the expense of the other – at least in terms of NQT satisfaction.     

Uncertain identities of non-higher-education-based EFL teacher educators: a third space theory perspective

ABSTRACT

Although research on teacher educators’ identities has received increasing attention in recent years, non-higher-education-based teacher educators’ professional identities are still under-researched. Informed by the third space theory perspective, this paper presents a study that investigated 139 non-higher-education-based English as a foreign language (EFL) teacher educators’ identities through the lens of metaphors. An analysis of the metaphors revealed four types of identities, namely, the willing communicators, the discontented jack-of-all-trades and master of none, the struggling professional leaders, as well as the caring supporters. These terms capture the participants’ self-images and specify their obligations and responsibilities as teacher educators. The paper concludes with some implications for teacher educators’ preparation and continuing development.     

“Where are the children?” Personal integrity and reflective teaching portfolios

This study chronicles a 2-year school wide portfolio initiative in a British elementary school, teacher resistance to the initiative, and factors that contributed to acceptance of the portfolio initiative. Critical components to teacher engagement in this context included teacher ownership of the process and product, a child-centred focus to the portfolio, and opportunity to include belief statements and entries of felt importance. The reflective teaching portfolio is discussed as a cultural tool of mediation and a vehicle for providing programmatic reflection wherein teacher integrity can be demonstrated through alignment of beliefs and teaching practice over time.     

The psychological environment and teachers’ collective-efficacy beliefs

The psychological environment of schools is a powerful determinant of staff well-being and educational outcomes for children. The work reported here explored teachers’ Collective-Efficacy (CE) and well-being. Staff in a sample of schools completed a survey of their CE. A sub-sample of teachers was interviewed to elicit views about the relationship between CE and leadership practices. Overall staff CE was correlated with key indicators of pupils’ attainments. Four themes in the interviews indicated attributions for staff well-being and motivation: Communication, Learning, Supporting Roles, and Stress Management. Enhancing CE is critical for staff well-being. At a time when staff recruitment, retention and well-being may be jeopardised, the findings here indicate the critical importance of professional relationships for the ethos and effectiveness of schools.     

Narratives of Learning from Co-editing,Writing and Presenting Stories of Experience in Self-Study

In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators’ journeys of professional becoming. Through this self-study, we argue that this type of work is valuable to individuals and institutions in relation to its impact on the professional learning and career development of teacher educators. Adopting a narrative approach, we examined our experiences of co-editing the book and the associated activities such as conference presentations, to understand how this influenced our professional learning and identity as teacher educators. Findings include having a stronger sense of the evolution of our professional selves over time and greater insight and awareness of our strengths and uncertainties. A clearer perspective on our own career development and professional becoming was evident, and many parallels could be drawn between our experiences of professional becoming and those of the chapter authors in the edited book. We conclude that while activities such as book editing do not usually count in institutional metrics as outputs, they are nonetheless a significant opportunity for professional learning and make a contribution to knowledge and to teacher education practice, and should be recognised as such by institutions and colleagues.     

Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course

This paper focus on defining a research question while conducting action research among third-year students attending a course on Research Literacy at a teacher education college. This paper discusses the process of preparing for and conducting action research among third-year students attending a course on Research Literacy at a teacher education college. The students were asked to conduct an action research on their classroom activities. The aim of this article is to present the process and pinpointing the discomfort of the students in formulating a research question suited to action research thanks to two prerequisite conditions: the ‘safe space’ and the ‘tender spot’. The research findings illustrate that the students had difficulty defining their ‘tender spot’. It was necessary to create a ‘safe space’. Furthermore, the findings show that the ‘tender spot’ issues were associated with disciplinary content far more than with generic lesson management or classroom management issues. The approach discussed here is leading to positive change and it may be that this professional development tool can facilitate the induction of novice teachers everywhere.     

黄溥的教育情感及其启示

近代以来国家沦丧,爱国志士急寻解救之法,"教育救国"就是其中之一。教育家黄溥身体力行,走上教育之路。在从教的一生中,黄溥扮演了专科教师、中学校长、大学教育学院院长等多种教育角色,形成了内涵丰富的教育情感,包括时不我待的紧迫感和舍我其谁的使命感、尽心尽力的责任感及奉献一生的热爱感等,这些情感同专业知识等因素一起造就了教育家黄溥。学习黄溥的教育情感,对促进教育工作者的专业成长,进而推动教育强国有重要作用。     

Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community

Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers’ trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives.