Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument

Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers’ meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.     

儿童社会行为与其学校适应的关系

通过对北京市 4 6 9名中小学生的两年跟踪调查测试发现 ,儿童社会性 -合作性行为不仅与良好的学校适应有关而且对后来的学校适应也有很好的预测作用 ;攻击性 -破坏性行为更多与不良学校适应相联系 ;而害羞 -敏感性行为并不必然与不良的学校适应相关 ,研究也发现它有时与朋友提名有正相关。研究的结论与西方学者研究结论不尽相同     

Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools

Social functioning and reading proficiency are critical for success in school and society. Therefore, identifying children with such problems is important. This study had 2 parts: first, a random sample of 234 elementary schools was surveyed about which instruments they use to assess reading proficiency and social functioning. Second, a systematic review of the quality of these instruments was conducted using international standards for examining the quality of assessment instruments. The survey showed that schools more often assessed and had more instruments available for reading than for social functioning. The systematic review of the assessment instruments used revealed that the psychometric qualities of many was weak or undocumented, while the dimensions of test material quality were generally good. The findings demonstrate a need for a more thorough examination of the psychometric properties of assessment instruments to be used in school.     

Community Building Through Electronic Discussion Boards: Pre-Service Teachers' Reflective Dialogues on Science Teaching

This research study focuses on an electronic forum for building a community of pre-service teachers to reflect upon new directions in science teaching. The thesis of this paper is to model the notion of community building for teacher reflective practice. Through pre-service teachers' WebCT postings on students' theories in science, we provide evidence of how WebCT discussion board served as a forum for community building to carry out reflective practice. We conclude that WebCT discussion board can serve as a viable tool for building a community of reflective teachers. This study implies that WebCT and similar Internet electronic discussion tools may be effectively used for community building to carry out reflective dialogues in teacher education.     

Conceptual,pedagogical, cultural,and political dilemmas of implementing a constructivist workshop approach to teaching literacy

Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work.     

MOCVD材料生长的在位反射谱监测与表面不均衡平整度的模拟计算

介绍了MOCVD在位反射谱监测的原理,利用高斯分布模拟GaN材料生长过程中表面不均衡平整度,计算其对反射谱的影响。     

少数民族大学生创新精神培养现状调查与思考

通过采用随机抽样方法对贵州、云南、四川等少数民族占较高比例的大学进行创新精神培养现状调查发现,少数民族大学生创新精神水平总体呈正态分布;少数民族类高校大学生的创新精神显著强于其他类高校的少数民族大学生;理工科类少数民族大学生显著强于文科类。促进少数民族大学生创新精神培养应高度重视反思性思维能力的培养,加大教师培养学生创新精神的支持力度,加强人文素质培养,引导少数民族大学生弘扬本民族特色文化培养其创新精神。     

Spaces of possibility in pre-service teacher education

Pre-service teacher education is a spatialised enterprise. It operates across a number of spaces that may or may not be linked ideologically and/or physically. These spaces can include daily practices, locations, infrastructure, relationships and representations of power and ideology. The interrelationships between and within these (sometimes competing) spaces for pre-service teachers will influence their identities as teachers and learners across time and space. Pre-service teachers are expected to make the connections between these often-contradictory spaces with little or no guidance on how to negotiate such complex relationships. These are difficult spaces, yet the slippages and gaps between these spaces offer generative possibilities. This paper explores these spaces of possibility for pre-service teacher education, and uses the spatial theories of Lefebvre and Foucault to argue that critical reflective practice can be used to create Soja’s ‘thirdspace’ for reconstructing future practice.     

反思性教学理念在课堂教学中的应用

在课堂教学中推行教学改革、增强教师专业发展和实现教师与学生的教学相长,必须以反思性教学理念指导教学,并将教学前反思、教学中反思和教学后反思应用于教学实践的全过程。     

教师成长不可缺失的特质:反思性分析

反思是教师成长不可缺少的品质,具有实践性、批判性、内在性、持续性的特点。在当前新课改背景下,尤其需要教师在专业成长中细细品味反思性分析的真谛,掌握有效的反思性分析方法,追寻教学生命的本真意义。反思性分析作为推动教育有效运转的核心动力,不仅是教师教学生命力的基本保障,而且是教师专业成长不可或缺的特质。