Situating pre‐service reading teachers as tutors: implications of teacher self‐efficacy on tutoring elementary students

This research examined the impact of high teacher efficacy on tutoring elementary students in reading. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading‐specific teacher efficacy scale, which is referred to as the RTSES. This scale was used to investigate whether tutors with high efficacy used more reading strategies while teaching elementary students to read. The study also examined whether high efficacy was correlated with reading strategy use. Analyses of pre‐test and post‐test data showed that reading efficacy and strategy use were not correlated, and that tutors with high efficacy scores did not use a significantly higher number of reading strategies while tutoring than those with low efficacy scores. The findings suggest that pre‐service teachers' efficacy did not affect their reading strategy use while tutoring elementary students. There is a need for more research to further investigate the impact that high efficacy has on tutoring.     

Beyond a command performance: reflections on Classmates as a new teacher preparation initiative

This paper reflects on a new pre‐service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre‐service teachers to work in challenging, hard‐to‐staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers. Classmates seeks to produce beginning teachers who are highly prepared for, confident and mentally and emotionally equipped to work in such environments. This discussion focuses on some of the positive attributes about the initiative, particularly its practicum structure; its nurturing of pre‐service teachers to work in challenging contexts; and its strong focus on networking and development of ongoing support structures.     

Response groups as learning resources when working with portfolios

This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers.     

论幼儿师范的体育游戏教学

根据幼儿师范培养目标有目的、有计划地加强幼师生的体育游戏教学，并有系统、有步骤地培养学生创编游戏的能力与组织游戏教学的能力，为她们今后工作打好基础。     

近代西方唯理论哲学关于身心关系学说的流变

回溯近代西方唯理论哲学在身心关系学说上的流变,从笛卡儿身心二元论到斯宾诺莎的身心两面论再到莱布尼兹的预定和谐说,对其始终无法解决的困境作出梳理,凸现马克思辨证唯物主义在这一问题上的突破性。     

Examining pre‐service teachers' attitudes towards children with autism in the USA

Autism is a developmental disorder which affects a growing number of children worldwide. Since the disorder was first discovered by Leo Kanner almost seven decades ago there has been a lot of research trying to unravel this otherwise esoteric disorder. That research has contributed to better understanding of the disorder, shifting of conceptualisations as well as changing of professionals' and families perceptions and attitudes towards the disorder. Together, these changes have helped to promote better outcomes among children with autism. This study was designed to examine pre‐service teachers' attitudes towards children with autism. Results indicated that pre‐service teachers had positive attitudes towards children with autism. The pre‐service teachers' attitudes were found to be influenced by their gender, academic major and different types of exposure to children with autism.     

Critical social theory and transformative learning: evidence in pre‐service teachers’ service‐learning reflection logs

This paper reports on the opportunities for transformational learning experienced by a group of pre‐service teachers who were engaged in service‐learning as a pedagogical process with a focus on reflection. Critical social theory informed the design of the reflection process as it enabled a move away from knowledge transmission toward knowledge transformation. The structured reflection log was designed to illustrate the critical social theory expectations of quality learning that teach students to think critically: ideology critique and utopian critique. Butin’s lenses and a reflection framework informed by the work of Bain, Ballantyne, Mills and Lester were used in the design of the service‐learning reflection log. Reported data provide evidence of transformational learning and highlight how the students critique their world and imagine how they could contribute to a better world in their work as a beginning teacher.     

大学英语听力教学听前活动效果研究

本研究随机抽取了天水师范学院的43名学生,采用定量分析法,在听力测试前对其组织不同的听前活动,旨在验证不同的听前活动对学生听力成绩的影响。所有被试被随机分为三组,对照组不做任何听前活动,另外两组分别做不同的听前活动：读单词与短语以及做相关话题讨论结果表明读单词组在词汇题部分的得分高于对照组和讨论组,说明听前活动对学生的听力理解能力有一定的影响,教师在上听力课时应根据不同的目的选择合适的听前活动类型。     

浅议幼儿教师在语言教学活动中的无效教学行为

在幼儿语言教学活动中,幼儿教师的无效教学行为严重阻碍了幼儿的语言发展,影响了幼儿的身心健康,这就需要幼儿教师采取优化策略转换教学行为,以取得幼儿语言教学的理想效果。