论新课程情境中的教师形象

充满了种种不确定性的课程情境对教师形象提出了挑战，也为重新理解和定位教师形象提供了契机。既具有充盈的“实践性智慧”，又具有质疑、批判精神，注重对话与合作的“反思性实践家”，是符合新课程改革的教育理念和价值诉求的新型教师形象。而对其专业能力基础——“实践性智慧”的培育，则是新课程情境中“反思性实践家”型的教师培养的主要途径。在培养“反思性实践家”型的教师教育过程中，我们可以尝试采用以下基本策略：研究教学案例，丰富实践性知识；讲述课程故事，培养反思能力；与同事合作对话，碰撞智慧火花；展开理论对话，关注教学实践等。     

确立职业技术教育科学创新的实践主体

职业技术教育创新已经成为国际职业技术教育教学和学习加工关注的焦点。尽管各类专家、学者以及政策制定者依然是职业技术教育创新实践的主角,但是职业技术教育的广大从业者却日益成为职业技术教育创新实践的主体,他们在实践中所孕育的创新模式在教学和学习加工过程中起到更为重要的作用,可以检测职业技术教育业已存在的创新理论,从根本上提升职业技术教育的变革品质。为此,职业技术教育的创新实践必须充分发挥从业者的主观能动性和聪敏才智,克服创新变革过程中对于理论家和管理者的依赖心理,在职业技术教育体系内部培育有益于从业者开展创新实践的学习加工文化。     

Engaging with research through practitioner enquiry: the perceptions of beginning teachers on a postgraduate initial teacher education programme

This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master’s level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers.     

Action research for instructional improvement: the Bad,the Ugly,and the Good

In the wake of accreditation cycles stressing student outcomes, we believed the reflective and practitioner-centered philosophy of action research a perfect fit for effecting institutional improvements for a four-year grant-funded effort in our urban–suburban community colleges in California. We learned that things were both worse and better than we had imagined. While we had anticipated what we will call ‘the Bad’, the classic budgetary and institutional forces buffeting us, our project, and our institutions, we had not anticipated what we will call ‘the Ugly’. And perhaps because of our grasp of ‘the Bad’, we also had not anticipated what we will call ‘the Good’. We found ourselves challenged to rethink how to encourage colleagues to become reflective practitioners, yet able to appreciate the power of action research to lead to genuine transformation.     

Bridging the teacher/researcher divide: Master’s-level work in initial teacher education

There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership.     

Practitioner Biases and Child Service Use Disparities: Implications for Social Work Education

Disparities by race/ethnicity exist in the use of children's mental health and related services. It is no doubt that many factors contribute to these disparities, but practitioner biases may be partly responsible for disparities. The purpose of this article is to show a potential link between practitioner biases and service use disparities and to discuss the implications for social work education. The implications for social work education focus on 2 strategies for educators to consider: (a) helping students to become aware of and overcome their biases and (b) teaching practice strategies that have been shown to help low-income and ethnic minority children and families engage in the helping process.     

What is computer-based testing washback,how can it be evaluated and how can this support practitioner research?

ABSTRACT

With the introduction of a new initiative in a teaching and learning environment there is an ethical responsibility to consider whether the impact of the introduction has met its intended goals, and whether it has harmed those who are influenced by it. Technology and infrastructure developments have encouraged a continued growth in the development and introduction of computer-based tests (CBTs) in educational environments. In the educational assessment literature, enquiry into the impact of testing (of all types) is known as ‘washback’. This is a reference to the way in which a test might have a range of influences on learners and teachers prior to the test-taking event. This article reviews the literature on CBT washback and outlines a framework for studying its effects as it is introduced into educational contexts. We then outline a research framework that we have developed (based on the literature) that can be used to evaluate CBT washback. We go on to argue that, to fulfil its potential in supporting the development of change, the research framework needs to act as a mediating device that brings together teaching-practitioner and researcher perspectives. The framework that we propose conceptualises the nature of washback in CBT contexts, as well as the research process and the methods required to understand it. This framework provides an element of common ground between practitioners (i.e. teachers who are involved in a CBT development process) and external researchers, and supports collaboration at three distinct levels.     

信息共享、应急协同与多源物资储备的关系研究

应急物资是否足量储备是影响后续救援调度的关键。现实世界的应急物资储备方式是多源的,因此多源物资的协同储备就成为应急准备阶段的关键问题。根据实地调研的数据计算出上海市某区域的交通事故的密度函数,借用需求连续随机的存储模型对该地区的最优资源存储量进行计算,发现区域内应急救援物资储备的绝对数量不足,而且多个储备源间的调度障碍很大,应急救援调度会出现严重的困难。针对该问题,使用结构方程模型,通过调查问卷的形式得出应急救援物资储备协同的影响因素。问卷数据验证了模型的有效性和拟合程度,进一步通过路径系数检验出结构方程模型整体的拟合度。研究发现:事件因素、技术因素、部门权限因素以及部门沟通因素均可以通过正向影响信息沟通共享机制进一步正向影响应急救援资源的协同储备能力。并对该地区的应急救援物资协同制度改进路径提出可行性的建议。     

工作嵌入研究述评——人才保留的新视角

在梳理工作嵌入相关研究的基础上,介绍了工作嵌入的概念和测量方法,着重分析了工作嵌入的前因后果。最后,提出了工作嵌入领域未来的研究方向,包括高工作嵌入的消极影响,组织嵌入与社区嵌入的矛盾与均衡,特定群体的工作嵌入,以及基于工作嵌入的人才保留策略。