Using students’ feedback for teacher education: measurement invariance across pre-service teacher-rated and student-rated aspects of quality of teaching

Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching.     

Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland

Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed.     

利用图形符号特征快速识别液压系统原理图中三大类控制元件

针对液压系统中控制元件图形符号突出特征进行深入的纵向分析和横向比较,得出快速识别液压系统原理图中三大类控制元件的识别技巧,有助于液压技术人员提高识读和绘制液压系统原理图的能力。     

关于高职《交直流调速系统》教学方法的探讨

针对高职学生的特点,结合《交直流调速系统》课程的具体内容,改进多媒体教学方法,并且利用计算机仿真技术来辅助理论教学。教学实践证明,这些措施可以有效改善教学效果。     

关于“双师型”职教师资队伍建设的探讨

在阐述了什么是＂双师型＂教师的基础上,分析了建设＂双师型＂职教师资队伍的必要性,并对建设＂双师型＂职教师资队伍的途径提出了几点建议。     

KPI在我国民办高校绩效指标体系构建中的应用研究

目前我国对于民办高校绩效的评价研究还不够系统和深入。从民办高校绩效评价的特点出发,运用KPI方法进行绩效评价指标体系的设计,并对KPI在我国民办高校中的应用加以分析。     

森林灭火教学案例库建设初探

为了提高教学质量,结合学科特点,从案例库设计原则、案例素材搜集方法、案例库内容描述及格式结构等方面提出森林灭火教学案例库建设的基本构想。     

计算机组成原理课程导入教学的探讨

从课堂教学设计的各大因素讨论计算机组成原理第一节课"计算机系统概述"的具体设计,采用新颖有效的教学方法,探讨这些方法对知识传授、激发学生学习兴趣、发挥教师主导性和学生主体性产生的积极作用。     

基于弗兰德斯互动分析系统软件ET Toolbox FIAS 2011的设计与实现

目前,本土化的弗兰德斯互动分析系统软件,为教师课堂分析提供技术的支持和科学数据的参考,但它大部分是单机版,且不能实时分析及不支持回溯功能。就以上不足之处进行进一步设计与实现。     

制约中小学课堂运用教育技术的因素分析——美国中小学现代教育技术实施环境调查报告

通过对美国中小学教师进行问卷、访谈调查,研究目前制约中小学课堂教学中运用现代教育技术的几个因素.调查结果表明:教师时间缺乏、电脑网络技术问题得不到及时解决是阻碍教师课堂运用现代教育技术的主要障碍.进一步探索美国城乡之间、年级之间现代教育技术运用的环境是否存在差异,结果显示:郊区学校现代教育技术环境比城市和乡村好,但年级之间无显著差异.