Critical issues in supporting self-study

In this article, we focus on an analysis of critical issues in supporting teacher educators conducting a self-study. As data, we have used the digital logbooks written by the participating teacher educators, the outcomes of the interviews we held at the end of the support process, and of a follow-up questionnaire answered by the participating teacher educators six months later. We have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education. In addition, our study points to four themes for further attention and research.     

中小学教师专业判断力探析——以创设教学关键事件为例

培养具有专业化发展潜能的教师成为国际教师教育改革的一个目标,而专业判断力是中小学教师专业化发展的重要内容。英国教师教育专家大卫·特里普提出,教师应该具备实践性判断力、诊断性判断力、反思性判断力和批评性判断力等四种最基本的专业判断力。通过深入阐述和评析这四种影响中小学教师专业发展的专业判断力和常态课堂中的关键事件,可以拓展教师的国际视野,使教师能通过自觉创设教学关键事件来提升教师专业判断力,促进专业化发展。     

《洛阳伽蓝记》的五种判断句式

探讨了《洛阳伽蓝记》中除“是”字判断句以外的五种判断句式：１主语＋（者）＋谓语＋也；２主语＋副词等谓语修饰成分＋谓语＋也；３主语＋（者）＋谓语；４主语＋副词等谓语修饰语＋谓语；５主语＋为＋谓语，并与《孟子》、唐张《游仙窟》中的同类形式作比较，对《洛》继承旧有形式的情况和旧有形式的历史发展概况有一定了解，发现１、２式逐步衰落，３、４式反而呈略上升趋势，这说明旧有的形式并非一味地衰落，有时还存在局部的发展     

Conceptions and knowledge about childhood in initial teacher training: Changes in recent decades and their impact on teacher professionality, and on schooling in childhood

This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. An overview of social changes in late modernity is given, and their impact on teacher professionality and the conception of childhood considered. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.     

Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher–student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG.     

Teacher agency,positioning, and English language learners: Voices of pre-service classroom teachers

This study explores the identity (re)negotiations and agency of three pre-service classroom teachers who received their ESL (English as a Second Language) endorsement at a research university in the United States. An analysis of interview data and teachers' journal entries, from a narrative positioning perspective, indicates that the teachers took on various, and sometimes conflicting, positional identities in relation to their social context (e.g., mentor teachers, ELLs, etc.). The findings further indicate that those positional identities have shaped teachers' agency and self-reported classroom practices. The analysis presented provides implications for teachers of ELLs and teacher educators.     

Teacher epistemology and collective narratives: Interrogating teaching and diversity

This action research study interrogates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves. Data were collected from a special topic graduate course entitled, Epistemology, Diversity and Teaching, at a large Midwestern university. Issues such as “otherness”, the culture of power, and white privilege were some key concepts addressed in the course. Findings indicated that use of key readings and meaningful discussion on controversial issues enhanced students’ ability to take multiple perspectives, recognize the significance of student epistemology, and acknowledge the importance of culturally relevant pedagogy to meet the needs of a diverse student body.     

Education for children with severe and profound general learning disabilities in Ireland: factors influencing teachers’ decisions about teaching these pupils

The purpose of this study was to investigate the perceived high turnover of teachers working with pupils with severe and profound general learning disabilities in Ireland. Questionnaires and interviews were used to explore the situations in which teachers worked and their reasons for leaving or staying in teaching this group of pupils. The study found that while teachers were positive about working with this group, their working conditions and the level of support that they received were crucial factors in determining whether they remained in post. These factors and the implications for practice are discussed.     

几个常见思维定势及其克服

交替使用以往曾经有过的观点和举措的＂烙饼式思维＂不利于创新,引入＂过程的方法＂可克服;做价值判断不能省略认知判断,而应以认知判断为基础;理论和实践的时空错位很常见,应该关注和研究适合具体时空的内容、形式和操作办法。     

从白先勇《台北人》的创作试探其审悲经验

本文从白先勇创作中审悲的对象和审悲形式去试探他的审悲经验,以期能更进一步去深入探索他的艺术世界.