苏联教师群体的深描画像 ——《教师的日常生活》导读

《教师的日常生活》是当代教育人类学和微观史学的代表作,通过丰富的档案材料和访谈资料立体地呈现了苏联时期教师群体的日常生活和教师群体在苏联社会生态中的地位和命运,以此展现苏联意识形态工作和苏联社会的运作逻辑。     

教师的成长与培训初探——兼论中国内地实践与经验

随着教育发展及教育理论和教育技术的进步,教师专业化进程日益深化,因此研究教师成长和加强培训促进教师专业发展就成为当下教师工作的重大课题。中国目前开展的课程改革,首要任务之一就是要培训新型教师,推进教师教育模式转型。     

市场营销学教学改革探讨

市场营销学是一门应用性和操作性很强的学科。随着我国市场经济的快速发展,迫切需要大批市场营销人才脱颖而出。文章从市场需求的实际出发,提出了市场营销本科人才培养目标应定位于培养应用型、复合型、创新型人才,全面实施素质教育,并围绕人才培养目标的要求,提出了对原有的教学内容体系和教学方法进行改革和创新的设想。     

小学科任教师与低存在感学生共同成长的叙事探究

一名年轻的科任教师面对一名低存在感的学生,在没有理解问题本质之前,随着学生表现的反复,教师跟着欢喜跟着忧,心中不禁产生了疑惑.为了 一探究竟,教师利用教育叙事探究的研究方法,在复杂环境中理清故事脉络、找出问题症结,从而了解学生的真正需求和问题所在.在理解学生的基础上帮助学生,教师的内心世界也逐渐发生了变化,随之变化的是...     

社科院图书馆信息咨询服务探析

文章细析了社科院图书馆工作职能和服务对象的特征,揭示了当前社科院图书馆信息服务现状和普遍存在的问题,并根据形势发展与要求,针对性地提出了提高信息咨询服务质量的方向和措施.     

《建筑设计基础》探究式教学模式探讨

提出将探究式教学模式引入建筑设计基础课程的观点,并将探究式教学的具体实施方案细化为建设开放式课堂、引入团队合作、获取实践知识、加强回应式教学四个方面来作探讨。     

Historicising teachers’ learning: a case study of productive professional practice

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.     

Experiences of teacher evaluation systems on high school physical education programs

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.     

Editorial statement

Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn.     

Intercultural Communication Training for English Language Teachers: A Case Study of an Immersion Program for South Korean Teachers

Little research has been conducted that explores connections between the fields of intercultural communication and English-language instruction. To address this gap, we report on an intercultural communication course delivered as an integral part of a short-term professional development immersion program for English-language teachers from South Korea. Study results indicate that intercultural communication training served to enhance participants’ pragmatics awareness along with sensitivity regarding sociocultural influences on communication that they experienced in situ. After the four-week course, most of the participants expressed desire and readiness to integrate intercultural communication into their teaching in South Korea. Intercultural communication training promises to complement pragmatics instruction aiming at improving English-language learning and teaching.