More than Just Worksheets?: A Study of the Confidence of Newly Qualified Teachers of English in Teaching Personal, Social and Health Education in Secondary Schools

This paper addresses concerns regarding the preparedness of newly qualified teachers to deliver Personal, Social and Health Education (PSHE) in the United Kingdom in relation to the training received during Initial Teacher Education and through early Continuing Professional Development. The paper is situated not only within a context where OfSTED has questioned the adequacy of some non-specialist PSHE teachers but also one where, due to a range of social and health concerns centred on young people, schools and teachers are being expected to play an increasingly important role in the social and health education of their pupils. As such, PSHE is increasingly seen as important across all curriculum areas. This paper relates specifically to the confidence of trainee and newly qualified teachers of English in teaching PSHE in secondary schools in the United Kingdom. Drawing on questionnaire data collected from recent Professional Graduate Certificate in Education graduates, the paper suggests that trainee and newly qualified teachers have the skills and knowledge drawn from their main subject (English) to deliver PSHE; however, many lack confidence and awareness to acknowledge these skills. The paper suggests that this situation may be addressed through increased opportunity to deliver and receive feedback on PSHE teaching during initial teacher training.     

在体育兴趣选项课教学中如何培养学生的创新精神、意识及能力

本文旨在新世纪学校体育的教学方法、内容、手段、结构、评价目标等各方面都面临新的挑战以及需要改革的情况下,体育教师在体育兴趣选项课教学中如何培养学生创新精神、意识及能力,对我国当前大学生体育课的教学改革进行积极的探索。     

Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners—A longitudinal case study

Recognizing the importance teachers’ own voices play in their own professional development, the case study reported in this paper aims to illuminate the role that formal instruction and immersion in research can play in shaping teachers’ views of teacher-research and of themselves as future enquiring practitioners. The study was conducted with a group of nine overseas teachers attending a B.Ed. (Honours) degree in TEFL run by a higher education institution in Britain. Data were collected via questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the multiple sources of data were integrated into a theoretical model of ways of describing teacher research. The results of the study confirm previous assumptions that the highly-structured nature of the academic format of doing and reporting research may fall short of providing teachers with skills and tools for reflection that are easily transferable to practice.     

论教师文化与班级管理风格

本文通过对教师文化与班级管理风格关系的探讨，分析教师文化对班级管理风格诸方面的影响，提出了进一步提升班级管理水平、塑造良好教师文化的策略。     

试探高校教师管理中的和谐激励

在高校教师管理过程中实施和谐激励,要树立以人为本的管理理念,要构建以人为本的激励机制,要坚持教师的发展性评价。     

显性结构视域下威宁县幼儿教育专任教师发展研究

通过对收集到的数据分析,发现威宁县幼儿教育专任教师在性别比例、年龄结构、学历水平、职称比例和专业背景等显性结构方面存在严重的问题。解决这些问题的建议有：政府部门应加强对贫困地区幼儿教育的宏观调控,制定＂教育优先区＂政策、采取措施鼓励优秀男教师从事幼儿教育,建立完善的幼儿教师职后培训制度和园际之间教师交流制度,促进幼儿教师的职称晋升。     

Behavioral Intention to Adopt Digital Library by the Undergraduates

The purpose of this research is to investigate the factors that affect undergraduates' behavioral intention to use digital library among the private universities in Malaysia. The target respondents are undergraduates from Malaysian private universities. Questionnaires were distributed among 500 undergraduates through either online or face-to-face method. Reliability test, normality test, Pearson Correlation Coefficient analysis, and Multiple Linear Regression (MLR) were carried out for data analysis. Performance expectancy, social influence, facilitating conditions, hedonic motivation, habit, and information quality had a positive and significant association with behavioral intention to adopt a digital library except for effort expectancy. This research successfully reinforced that the inspiration to ameliorate Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) by synthesis of Information Systems Success Model (ISSM). This proposed framework with a combination of ISSM and UTAUT 2 has enhanced the fitness of UTAUT 2. Universities that have yet to implement digital library can comprehend undergraduates' needs better by considering all the significant factors to develop a digital library. The universities with the digital library may also notice the important features of the existing digital library that should be maintained and upgraded constantly so that they can fulfil undergraduates' requirements.     

教师专业发展中的冲突及其化解

教师要在职场中安身立命,就不能不遭遇专业发展中的冲突。明了冲突的相关属性。透视冲突的现实表现,不断化解冲突,教师由此可以换一种眼光看教育,从更深的层面感悟教育、提升专业品质、促进人生的和谐。     

我国本科层次教师教育专业人才培养方案研究

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。     

中小学教师信息技术应用能力现状及培训建议

信息技术能力已成为信息化社会教师必备的专业能力,2014年6月,教育部颁布了《中小学教师信息技术应用能力标准(试行)》,开启了中小学教师新一轮信息技术应用能力提升培训。为了了解现阶段中小学教师信息技术应用能力水平,为能力提升培训的实施提供依据。该文以湖北、河南、安徽和广西四个省市中35个市区的414名中小学教师为调研对象,从标准的角度对其信息化应用能力现状开展较为全面的调研。结果表明中小学教师应用信息技术优化课堂教学能力的达标情况优于转变学习方式的能力。根据测评结果对中小学教师信息应用能力培训提出建议,也为我国推进信息化环境下教师队伍的建设提供借鉴。