Concordance Between Preservice Teachers' Personal Responsibilities and Intended Instructional Practices

During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers' responsibilities and their intended instructional practices. At the start of the semester there was no concordance. At the end of the semester there was high concordance in two instances: Responsibility for student motivation negatively predicted performance goal-oriented practices; responsibility for teaching positively predicted rationales and negatively predicted extrinsic rewards. Instructional practices associated with responsibility for achievement and motivation were not concordant. We discuss how preservice teachers understand these responsibilities and their readiness to adopt evidence-based practices.     

病理生理学教学中翻转课堂模式的应用探究

为了探究翻转课堂教学模式在病理生理学教学中的有效性和适用性,我们于2018年3月至5月采用方便抽样法选取遵义医学院2016级本科临床医学专业4个教学班级的学生作为研究对象。对照组采用传统讲授形式的教学方法进行病理生理学理论教学,试验组采用翻转课堂模式,并分为课前短视频、课中互动讨论、课后案例分析三组。结果显示翻转课堂模式组学生考试成绩显著优于传统教学组,同时选择课前短视频教学的翻转课堂模式的考试成绩与知识点掌握情况组显著优于其他两种翻转课堂教学模式。     

Expanding computer science education in schools: understanding teacher experiences and challenges

The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered in the classroom. This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching. Results suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources.     

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.     

Inclusive education complexly defined for teacher preparation: the significance and uses of error

Research in the implementation of inclusive education in international contexts shows that progress in the Global South appears to lag behind nations in the North. In this paper, I investigate this phenomenon not by associating it with regional cultural and socioeconomic resource limitations, but by reconsidering the assumptions within inclusive education scholarship itself. Drawing on the theory of disability as complex embodiment [Siebers, T. (2008). Disability Theory. Ann Arbor: University of Michigan Press], I examine the sufficiency of the social model of disability as a foundational basis for teacher preparation for inclusive education in any sociocultural context. I argue for a post-positivist realist theorising of teacher preparation for inclusive education that, through an understanding of error, can imbricate the diversity of historically specific material contexts around the world. To illustrate the affordances of this theory, I examine two dilemmas in a Southern and Northern context, respectively, and generate implications that have transnational significance for inclusive education.     

Teacher preparation for movement education: increasing pre-service teachers’ competence for working with young children

This study explores pre-service teachers’ perceptions of movement education, the benefits they perceive from participating in a 12-week movement education module in a course on play, and the module’s effects on their confidence and competence in regard to incorporating movement into a curriculum. Findings suggest that the pre-service teachers achieved a deeper understanding of movement education and appreciated the module as a worthwhile professional growth experience. Specifically, they viewed the module as enabling them to build a new understanding of movement, to express themselves physically, to develop movement skills, to engage in social interactions, and to teach a variety of subjects using movement education principles. The study demonstrated that the module of this nature constitutes a useful educational tool for fostering the professional development of pre-service teachers in regard to their beliefs, attitudes, and skills pertaining to movement education.     

Investigation and Analysis on Undergraduates＇Preparation for Their Future Employment ——Taking Huangshan University as an example

当下竞争激烈的社会现实,不容乐观的就业形势,使得在校的大学生们不得不及早为就业问题未雨绸缪。就业现已不单是毕业班同学关心的事情,其它年级的大学生们也时刻关注着就业的动态。本文以非毕业班同学的就业准备问题为研究对象,通过问卷调查、社会访谈等方法,结合非毕业班同学的思想状况,联系社会现实,进行分析并提出建议。     

Orienting Toward Teacher Education for Online Environments for All Students

Abstract

The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration, administrative support, program (re)designs, new models of technological integration, attention to standards for teaching and learning, and ongoing professional learning opportunities.     

应用型本科院校“储能材料及其制备技术”课程教学的探索与实践

本文结合国内外储能材料及其制备技术发展现状和该课程的知识体系特点,从教学内容、实践教学、教学方法等方面进行了探索改革,针对性提出在教学过程应紧密结合地方产业,理论教学与实践教学并重,注重提高学生的动手能力与创新意识,从而实现教学质量的提高。     

常温下扑热息痛的常规、半常量及微型制备方法初探

本文介绍了在常温下扑热息痛常规、半常量及微型化制备方法的实验比较,即以对氨基苯酚为原料,以二氯甲烷为反应溶剂,在常温下进行常规、半常量及微型化三种方法合成了扑热息痛。实验结果表明,微型法优于常规法和半常量法。常温下微型化合成扑热息痛条件温和,达到反应终点时间仅为15分钟,收率为96.03%,有效地提高了实验效率。