Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience

The purpose of the study was to examine student teachers' perceptions of teaching writing in kindergartens and to identify to what extent the cooperating teachers influence the student teachers' perceptions. To achieve the research aims, a 31‐item questionnaire was developed by the researchers and administered to 50 student teachers and their cooperating teachers. The questionnaire was administrated to both groups as a pre‐test and to student teachers as a post‐test. The results of the study revealed that student teachers were more likely to be emergent literacy‐oriented in their perceptions of teaching writing than they were to the reading readiness philosophy. Furthermore, the influence of the cooperating teachers was insignificant as the student teachers' perceptions of teaching writing developed earlier were more stable and difficult to alter later. In light of these findings the researchers addressed a number of suggestions and recommendations.     

国际科技人才成长中合作团队特征及其演变研究——以诺贝尔物理学奖获奖者为例

通过搜集、整理及统计近20年诺贝尔物理学奖获得者的研究成果,将52位获奖者分为“多合作型”、“涉猎型”以及“固定机构（团体）合作型”3种类型。通过划分获奖者成长的3个阶段进一步分析发现,3种不同类型的获奖者呈现不同的合作变化。最后,通过分析发现,合作是高科技人才成长过程中非常重要的影响因素。     

Examining a program designed to improve supervisory knowledge and practices of cooperating teachers

This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating teachers reflected on their supervisory beliefs and practices in collaboration with each other. The case study method was used, where the case was the designed program. Data analysis indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.     

基于校企模式的计算机实验教学探讨

优化校企合作模式,进行实验教学改革探索是当前职业教育发展面临的重大挑战和机遇,本文试图通过校企牵手对计算机实验教学进行探讨,提出了改进计算机实验教学方法和途径。