高校本科学前教育男生专业学习困惑的探究——基于两名学前教育本科男生的个案研究

本研究主要采用质的研究方法,基于对某高校本科学前教育专业2名男生专业学习的个案研究,具体而微地探究了高校本科学前教育男生专业学习的困惑,在此基础上,着重从教师专业发展的角度,分别从社会、高校及男生自身三方面提出关于促进学前教育男生专业学习的建议。     

‘Teaching could be a fantastic job but …’: three stories of student teacher withdrawal from initial teacher preparation programmes in England

Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to neglect the difficulties experienced by the individuals who have lived through the process of embarking upon and withdrawing from ITP programmes. Having conducted in‐depth interviews, the authors attempt in this paper to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision are numerous and complex. The impact on each individual was considerable. The experience was painful.     

Exploring the salient experiences of pre‐service teacher candidates who were former volunteer tutors

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates identified pedagogical similarities between their tutoring experiences and teacher education programs. Other times, disparities between the classroom and tutorial instruction settings provoked some candidates to denounce the approaches of their teacher mentors during practica. We conclude by discussing the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.     

少数民族地区职前教师多元文化教育观念的调查——以广西河池学院汉语言文学专业师范生为例

多元文化整合教育是文化全球化和多元化发展的必然走向.教师的多元文化教育观念直接影响着多元文化教育的践行.通过问卷调查和访谈发现：职前教师对民族文化、民族文化传承的价值和意义有较为正确的理解,对学校教育中民族文化传承的途径和方式有较为丰富的思考,但他们对本民族地区文化的了解带有专业片面性、对多元文化教育认识不全面,缺乏深层的理解和认同,对自身作为多元文化教育实践者的角色认同感不强.为此,应开设民族文化课程、成立民族文化研究室或展览室等增进加深职前教师对本民族地区文化和本地其他各民族文化的了解.还应通过专家讲座、实践体验、反思觉察等方式强化职前教师民族文化传承者和多元文化教育者的身份认同.     

先秦儒家视域下的射艺思想对现代竞技体育的启示

在先秦,先秦儒家经常言射箭来阐发自身的思想理论。以先秦儒学视域下的射艺思想为例,总结出3个对现代竞技体育的启示：一是身体与技能的统一,二是技能与规则的统一,三是礼仪与仁德的统一。借鉴先秦儒家视域中的射艺思想,以此来纠正和克服现代竞技体育中所存在的偏颇和弊端,使其可持续发展。     

论高职院校教师职前教育与德育工作关系

教师职前教育是指从事教师职业前的师范学历教育和入职后（上岗前）教育。工科类高职院校大多从工科类大学引进高学历人才充实教师队伍。通过育人前一系列教育、实践活动,对其建立正确职业价值观、理性规划未来发展、正确树立职业理想与目标、并在学习过程中提高生涯管理能力和育人能力非常重要。在目前高职院校课改的大环境下,从对比在职和职前教师的育人差异的角度出发进行研究,发现差异主要表现在理论理解与实际操作上。在给予职前教师更多合理持久的专业训练和演练之后,这两方面的差别就会缩小。     

位移线性方程组的不完全分解预条件

位移线性方程组的求解是我们一直关心的问题。我们将对这种线性方程组提出一种新的ILU预条件方法。当这个线性方程组的系数矩阵式对称的M矩阵或者对称的正定矩阵时Meurant和Benzi对这个问题提出了解决的算法。在该文中,我们将解决在更一般的条件下,解决这个问题。     

Pre‐service teachers explore cultural identity and ideology through picture books

This paper draws on early data from a cross‐Canada research project in which researchers at six Faculties of Education have been engaged in introducing picture books with multiple and diverse representations of Canadians to classes of pre‐service teachers, inviting them to explore the pedagogical possibilities of the picture books and to discuss their cultural identities in focus groups and interviews. The paper reports the participants' expressed understandings of multiculturalism and their own relations and experiences with it, as well as their thoughts on classroom implementation of curriculum that incorporates picture books with multicultural and diversity themes. The paper also includes a case study of one Canadian province to further explore the wider context of pre‐service teachers' understandings and ideologies by examining discourses in policy and practices in Newfoundland and Labrador.     

The impact of pre‐service field training sessions on the probability of future teachers using ICT in school

Most industrialised countries have adopted training strategies for pre‐service teachers that place experienced teacher guidance centre stage, particularly within the context of regular pre‐service field training sessions. In this article, after analysing the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programmes at the University of Sherbrooke, the authors underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training. They conclude by underlining the importance of supporting the professional development of practising teachers regarding the use of ICT, with the aim of changing practices observed by students in training and optimising the probability of increasing the use of these technologies in their future role as teachers.     

An evaluation of a pre‐training assistant educational psychologist programme

Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two‐year period as assistant educational psychologists (Assistant EPs). This paper presents information about the role and effectiveness of this pre‐training Assistant EP programme. The role of the Assistant EP was identified as including: individual and group level casework, projects, applied research, and delivering training, under the direct supervision of EPs. All Assistant EP work was evaluated using a range of measures. Outcomes showed that intervention targets (as agreed using the Target Monitoring and Review form) were consistently met or exceeded. Key stakeholders perceived Assistant EPs to be a valuable and flexible resource and Assistant EPs felt that the role prepared them well for applying for professional training courses. The paper concludes with a brief discussion around the future role of pre‐training Assistant EPs.