Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years

This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time.     

Student teachers’ professional identity: A review of research contributions

Twenty-two empirical studies on student teachers' professional identity were selected for this review. In this paper we present important implications for current and future research on student teachers' professional identity by focusing on the discussion of key-issues associated with it. We also discuss the studies’ contributions and implications for initial teacher education and future research. Based on this discussion, we present a working definition of professional identity and consider which are the current emerging research issues.     

Conceptions and knowledge about childhood in initial teacher training: Changes in recent decades and their impact on teacher professionality, and on schooling in childhood

This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. An overview of social changes in late modernity is given, and their impact on teacher professionality and the conception of childhood considered. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.     

试析英国教师职前教育课程与教学的特征

本文以英国若干所大学教育学院的教师职前教育课程作为研究对象,分析不同教师培养模式中课程教学的共同特征,同时结合我国当前教师教育课程改革中的一些问题提出一些思考。     

图书馆导读服务初探

本文试图通过对图书馆导读服务破壳期的探讨及其上千年发展轨迹的勾勒，从而较为深入地描述出当代导读服务发展的新走向。     

The Imagery of Rose in The Thorn Birds and The Scarlet Letter

The Thorn Birds and Scarlet Letter both explore the theme of love and religion, and both show the skilful use of imagism and symbolism. This essay analyzes the common images of the two novels and compares their similarities and differences.     

九寨沟景区初态聚类分流实证研究

根据前期对九寨沟景区运行现状的仿真模拟以及对景区旺季客流的时空变化特征的分析,得出无论从时间还是从空间上来说,景区内各景点旅游负荷均呈现出不均衡的状态。进一步的研究分析发现,导致这一后果的主要原因之一在于,系统处于初态时对于景区内游客的分流措施不得当。为此,本文提出采用聚类分析法对景区内景点进行聚类,确定初态分流区域及其分流比例,作为初始方案,并建立数学模型,使用LINGO软件求解,结果表明,车辆在各分流区域的分配比例基本符合按照区域容量所求出的初态分流比例,这为后期的稳态和终态时空分流导航研究奠定了基础。本文的研究是达到总目标:整个系统内各景点负荷均衡,提高景区游客旅游价值,实现景区生态保护与经济的协调发展所不可或缺的步骤。     

Wireless keyboards and mice: could they enhance teaching and learning in the secondary English classroom?

This paper reports on the first year of a pilot study on the use of wireless keyboards and mice by student teachers with small groups of pupils across the 11–16 age range in the secondary English classroom. It investigates the equipment's suitability for use with a range of teaching and learning strategies including collaborative writing and textual analysis and considers the affordances which may be offered to the learning context through use of the technology. Provisional findings reveal some technical difficulties with the equipment but suggest that it has the potential, particularly when used as a motivational tool, to develop pupils' creative engagement with composition processes during small group collaborative writing.     

‘SEN – a politically correct phrase to replace terms such as disabled?’ A study of the views of students entering a secondary PGCE course

The research discussed here by Sue Pearson focuses on the preparation of teachers to work in secondary schools at a time when there is a growing trend towards inclusion. It was influenced by Mittler's (2000) comment that ‘Ensuring that newly qualified teachers have a basic understanding of inclusive teaching and inclusive schools is the best investment that can be made’ (p. 137). Whilst there is statutory guidance about technical aspects to be covered in Initial Teacher Training, less attention has been paid to the affective factors. This piece of research set out to explore the views of one cohort of secondary Post Graduate Certificate of Education students near the start of the course. Whilst this is a small‐scale study it does illustrate both the heterogeneity within this group and the models that it is using. It raises concerns about the adequacy of current provision before suggesting some relevant questions for training providers.     

《中原音韵》“入派三声”性质辨析──从“剧”字音说起

元周德清《中原音韵》齐微韵入作去中收一“剧”字,当是入作平声阳而误收。今河北容城县“剧村”之“剧［ｋｉ　］”正是阳平声。剧村与元大都（今北京市）两地语言相同或相近。讨论入声的消失与否,笼统地说“广大北方地区”或“中原之音”,极易陷入以偏概全的失误。可以容城方言为基础和《中原音韵》、早期杂剧作家的用的以及现代北京话相比较,从彼此异同了解中古入声消失的时、地。周德清与早期杂剧作家用的根据的是不同方音。容城方音与《中原音韵》清入声作上声是一致的。容城方言是《中原音韵》语音系统的基础。《中原雅音》同样反映了中古入产消失的实际。容城口语中一些清入作上声字的现象,其年代早于《中原音韵》。入声的消失,由大都往南的保定地区应该是较早的,大约是在１３世纪中叶。