以职业资格认证制和职业精神构筑馆员队伍建设的坚实基础

文章从馆员队伍建设论述了职业资格认证制与职业精神的必要性与重要作用,提出并论述了二者相辅相承共同构建馆员队伍的坚实基础的观点。     

驳奥运后失业潮

2008年奥运会必然会重塑我国体育产业,在体育产业做重大调整的同时,需要吸纳大量人才来补充发展动力。同时,奥运人才培训工程和其他与奥运相关的人才培训项目将造就一批体育经营管理人才,为我国奥运后体育产业的发展提供人力资源,不用担心奥运会后出现失业潮。     

全国U—17足球队构成解析

通过对参加 2 0 0 0年全国U— 17少年足球队春训的 2 3支球队的调查 ,获取了宝贵的第一手资料。从球队属性、组队目的、经费来源、年度经费、队员收入、训练形式等方面对U— 17球队的构成情况进行了较为全面的解析 ,为我们了解、认识、思考我国足球后备力量梯队建设问题提供了较为详实的参考依据     

中国乒乓球运动员选材现状和展望

采用文献资料法和理论研究法探讨中国乒乓球运动员选材的现状,其显著特点是:选材体制健全、重视普查与层层筛选,注重乒坛梯队建设;从少儿抓起,扶持重点,建立中国乒坛小世界;竞赛制度与各级选材体系紧密配合,坚持赛制改革;注重选材理论的研究,建立和完善选材指标体系;发挥社会力量,形成基层少儿竞训网络。     

Teacher Leader Model Standards and the Functions Assumed by National Board Certified Teachers

The Teacher Leader Model Standards (TLMS) were created to stimulate discussion around the leadership responsibilities teachers assume in schools. This study used the TLMS to gauge the self-reported leadership responsibilities of National Board Certified Teachers (NBCTs). The NBCTs reported engaging in all domains of the TLMS, most frequently with Domain 1: Fostering a collaborative culture to support educator development and student learning, and least frequently with Domain 7: Advocating for student learning and the profession.     

Using Questionnaires in Teacher Research

Teacher research is described as being beneficial and yet it is hampered by teachers' lack of knowledge about research, including how to use popular research methods. Given that accounts by teachers describing their use of such methods in a systematic manner might prove useful for their peers, this article describes my experience of using a questionnaire in teacher research.     

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.     

Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study

Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.     

Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research

Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their full potential. However, in many sub-Saharan African countries, teachers seldom get an opportunity to collaboratively reflect on their practices. Action research, as an in-service professional development strategy, can be an ideal means of empowering teachers to collaboratively reflect on and improve their pedagogy to be more inclusive. Drawing from collaborative action research projects conducted by teachers in two primary schools in Zanzibar, Tanzania, this article explores the role of collaborative action research in developing the capacity of teachers to inform improvements in their pedagogical practices. The findings show how the participating teachers, with scaffolding influence from a critical friend (research facilitator), developed professionally along their zones of proximal development by promoting their pedagogical and research skills to enhance the presence, participation and achievement of all learners in their schools. Based on the findings, the article shows both the advantages and disadvantages of using collaborative action research in teacher professional development in the study context. The article also discusses the significance of organisational learning in in-service professional development in order to foster inclusive pedagogy through collaborative inquiry among teachers.