Trainee teachers' conceptions of teaching and learning,classroom layout and exam design

The objective of this study centres on identifying and classifying the conceptions of teaching and learning held by future secondary school teachers, and on analysing the relationship between these conceptions and the way classroom space is organized and exams are designed. The test instruments used were applied to a sample of 138 graduates, who were all following the Pedagogical Aptitude Course (CAP) during the academic year 2002/03. Results show that the more traditional teaching/learning models are related to a more vertical classroom layout. Significant correlations between beliefs and exam demands were also found.     

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.     

论文本课程与教师对教学过程的控制

在中学课程的微观层次上 ,文本课程与教师都对教学过程有一定的控制作用。这种控制作用 ,从空间结构的角度分析 ,表现为课程线性结构与非线性结构 ;从教学信息流的角度分析 ,表现为课程信息流的集中控制结构与非集中控制结构。不同的控制形式对课程的影响各有利弊 ,并有各自的形成原因     

Research-based teacher education? Exploring the meaning potentials of Swedish teacher education

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.     

投资回报视角下的中职生源调控路径

中职学校从20世纪末开始陷入招生困境.从投资回报的视角看,让孩子就读中等职业学校投资高、回报低、风险大,因而家长青睐普高,而经济发展却又需要大批受过中职教育的劳动者.在这种形势下,政府不能放任不管,而要采取行政手段和市场手段加以调控.     

Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese early career,early childhood teachers

ABSTRACT

To better understand the reasons underlying attrition and the teacher shortage, and to develop ways to attract and retain high-quality teachers in early childhood education, it is necessary to explore teacher motivation and commitment to teaching. Although previous research has investigated various aspects of teacher motivation and commitment to teaching, little attention has been paid to this in the context of early childhood teachers, especially early career teachers. Drawing upon in-depth interviews with 12 early career, early childhood teachers in mainland China, this study aims to examine early career early childhood teachers’ motivation to teach and commitment to teaching in the Chinese context. Four distinct types of early career, early childhood educators were identified: committed passionate, committed compromiser, undecided, and uncommitted. Each of these had unique motives for teaching and different levels of commitment to kindergarten teaching in mainland China. The four types of early career early childhood teachers identified in this study demonstrate the diversity and complexity of teaching motivation and commitment to teaching in the field of early childhood education. The findings from this study can provide implications for policy-makers and teacher educators to enhance novice teachers’ motivation and commitment to teaching in the early childhood context.     

以德育活动为载体深化青少年思想道德建设

以德育活动为载体,丰富了思想道德建设的内涵:以诚实守信为灵魂,把握思想道德建设的出发点;以常规活动为基石,挖掘思想道德建设的生长点;以爱心教育为纽带,找准思想道德建设的升华点.通过多元化的途径和方法,建立思想道德建设的长效机制,达到有效德育的目的.     

谈音乐教师在教学中的主导作用

音乐教师在教学中的主导作用是非常重要的，其主导作用表现在：要针对性地备课；要创造良好的音乐环境；要有灵活生动的教学方法；要有丰富的课外音乐活动；要不断加强自身修养。     

双师课堂课程开发引论：缘起、主题与方法

AI教师与真人教师联袂执教的双师课堂课程开发已成为重要课题。从缘起、主题与方法三个层面进行考察发现,当前国内外双师课堂课程开发活动,主要聚焦于“AI教师的选用与开发”“双师课堂课程开发”和“双师课堂课程开发的学习效应”三大主题。文章创新性地采纳超学科哲学范式,采取整体主义行动研究方法论,采用融通性混合方法,结合逻辑分析、技术建模、行动研究、量化方法和质性深描技术等,系统地探索与建构AI教师的选用模型、AI教师开发的关键技术、双师课堂深度学习模型、双师课堂课程开发整体模式、AI整合性课目学习知识研究方式、双师课堂课程开发促进深度学习的效应以及双师课堂课程开发促进深度学习的内在机理,以期为双师课堂课程的适切开发提供新思路。     

高中物理教学中学生核心素养培养策略探研

在高中物理教学中,教师要不断探索培养学生物理核心素养的策略与方法。教师可以从物理观念与应用、科学思维与创新、科学探究与交流、科学态度与责任四个方面入手,寻求培养学生物理核心素养的有效策略。