Learning to teach in higher education: how to link theory and practice

In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a central role. In particular, modelling by the teacher educator, the observation of video cases, reflection on these with peers and experiencing success in their own practice seemed to be important incentives that encouraged teachers to adopt and eventually implement new pedagogical approaches. On the basis of our data, we think that teachers' conceptions and teaching practice are best developed simultaneously and that the design of induction programmes should support this process.     

Effective Strategies for Information Technology in Teacher Education: the use of an evolving permeation model

ABSTRACT

This paper examines the debate in recent years about the most effective strategy for establishing the use of information technology in teacher training establishments in the United Kingdom. Evidence is presented to support the notion that efforts should continue to permeate the use of information technology throughout the courses of such establishments. However, the paper suggests that staff development and the degree of permeation of information technology within the culture develop alongside each other. As one of these variables change, it feeds the development of the other; neither is an independent variable though both are influenced by external factors. Recognising this as a relatively slow process, the paper proposes a model of evolutionary permeation.     

Transitioning to the classroom: reflections of second‐career teachers during the induction year

In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession.     

变速恒频双馈感应发电机的建模及仿真

利用MATLAB/SIMULINK仿真软件,构建了双馈感应发电机仿真模型,对容量1．5MW变速恒频双馈感应风力发电机进行了变速恒频仿真,仿真结果表明：所建立的模型是正确的,变速恒频运行特性是良好的。     

Lucas多项式的性质

本文在研究Fibonacci多项项若干性质的基础上，给出了Lucas多项式Ln（x）的定义及其有关性质。     

不同植物生长调节物质对一品红愈伤组织形成及其生长势的影响

以一品红茎,叶为外植体,以MS为基本培养基,配制不同浓度的生长素和细胞分裂素,探讨不同植物激素在培养基中对愈伤组织形成的效应,结果表明各种生长素和细胞分裂素浓度在0.1~~ 10.0mg/L范围时诱导愈伤组织效果较好。     

NO3^-对B-Z振荡反应的影响及其在分析中的应用

研究了NO3^-对B-Z化学振荡反应的影响．结果表明：NO3^-的加入明显改变该振荡反应的诱导期,且诱导期的改变值△tin与所加入NO3^-的浓度有良好的线性关系,线性范围3．334×10^-5-1．000×10^-3mol·L^-1,相关系数为0．9959．NO3^-CH2（COOH）2-KBrO3-H2SO4-Ce（SO4）2振荡体系诱导期表观活化参数Ein为109．1kJ·mol^-1．     

也谈归纳法的有效性证明问题

归纳法曾受到英国哲学家休谟的质疑,在哲学史上对归纳法有效性的证明也存在许多争论.运用唯物辩证法从归纳客体、认识与实践、归纳与演绎关系、逻辑蕴涵四个维度对归纳法有效性进行证明,并对其在实际操作中有效性的保证措施及其在科学发现中的合理运用策略作出探讨.     

工频炉高压起动柜控制系统研究

工频炉现在使用越来越广泛,但起动异常和烧高压起动柜中电抗器等现象一直是困扰生产的首要问题。通过对某机修厂铸铁车间工频炉起动异常和烧高压起动柜中起动电抗器情况的分析,制定了高压起动柜控制系统的改进方案,通过增设保护电路和报警电路等装置,提高了设备运行的稳定性。