Regarding uncertainty in teachers and teaching

The literature on teacher uncertainty suggests that it is a significant and perhaps inherent feature of teaching. Yet there is disagreement about the effects of these uncertainties on teachers as well as about the ways that teachers should regard them. Recognition of uncertainties can be viewed alternatively as a liability or an asset to effective teaching. Findings from the literature on uncertainties in teaching are summarized and analyzed, including explanations in the research about what accounts for and contributes to uncertainties. Recommendations for research and professional development are provided.     

教师教学生活研究引论

关注教师教学生活是改善教师生存状况的迫切需要,也是基础教育课程改革的必然要求,还是教师专业发展的内在逻辑。教师教学生活研究有着特定的内容和范畴,在研究过程中应遵循理论研究与实证研究相统一原则、主位研究与客位研究相结合原则、本土化原则、多样化原则。     

Teacher evaluation policy as perceived by school principals: the case of Flanders (Belgium)

In Flanders (Belgium), a new teacher evaluation policy was issued which placed a lot of autonomy with school principals to develop and implement a new teacher evaluation system. In this study, we explore how Flemish principals perceive the new teacher evaluation policy and what influences their perception. Results demonstrate that principals perceive the policy as clear, but they are rather negative about the need, practicality, and complexity of the summative teacher evaluation. This perception is influenced by policy, context, and individual factors as is demonstrated in our qualitative analyses.     

从教师看影响河南省高校体育课程改革实施的因素

通过对河南省高校体育教师的调查发现:体育教师的课程意识,教师对课程实施的态度,教师的知识、技能,教师的学生观,教师的科研水平是影响高校体育课程改革实施的因素.     

基于能力和努力的人才"双力"模型

本文从企业管理的实践出发,在分析传统人才管理理论的基础上,吸收归因理论的思想,通过访谈和调查问卷,提出了基于能力和努力的人才“双力”模型,并对该模型进行了实证研究与分析,最终建立了一个使企业人才培养和企业发展紧密结合的思维框架和工具。     

不同的吃喝玩乐

一、吃和喝吃苹果 eat an apple, 吃药 take medicine,吃糖 have some sweets,吃饭 have one's meals,吃馆子 dine out,吃惊 be surprised/     

网络教学平台使用的师资培动——香港理工大学的经验

面授和网上教学有机结合的整合式教学越来越成为高校教育和培训的主要模式。本文旨在介绍和分析香港理工大学教学发展中心（简称EDC）如何通过网上教学平台的功能,与面授教学结合起来,发挥面授教学和网上教学的各自优势,使教师培训更加有效。EDC的实践表明,在大学教师培训课程中,发挥网上教学的优势,能帮助学员弥补由于有限的面授教学产生的师生之间、学员和学员之间互动的不足。在网上学习中,通过互相的学习观摩和观念碰撞,能激发学员的学习兴趣,有效地促进学员之间进行探究性学习,同时,这种集体学习的方法,能促进在职教师之间的友好交往和学术交流。     

The historical context of science and education at the American Museum of Natural History

In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.

Mathematical biography and key rhetoric

The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence.     

Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework

This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience assessment (LOFEA) framework. 32 post-observation conferences between 21 pairs of supervisors and participants of in-service teacher education programmes, and interviews with supervisors and participants were analyzed, with findings revealed in four themes:

1.

The distribution of content and nature of feedback in post-observation conferences;