"以人为本"的高校管理理念解读及构建

“以人为本”是现代教育理念的核心内容,确立“以人为本”的高校管理理念是教育管理改革与创新的时代要求。高校管理“以人为本”的内涵就是对教师和学生进行人本化管理,以求达到教育以育人为本,以学生为主体;办学以人才为本,以教师为主体的目的。     

依托国家级工程实践教育中心建设企业“双师型”教师队伍

为实施卓越工程师教育培养计划和建设国家级工程实践教育中心,福州大学紫金矿业学院借助于与紫金矿业集团联合办学的优势,着力打造＂双师型＂教学团队。本文是对＂双师型＂教师队伍建设过程经验和体会进行探索和归纳,指出当前存在的主要问题,分析形成的客观原因,深入思考,提出破解难题的建议。     

论英语教师语言测试素养的培养

随着英语测试特别是大规模标准化测试在当代社会当中的重要性日益凸显,英语教师的语言测试素养的培养也逐渐成为国内外学者关注的问题。本文首先探讨了语言测试素养的定义,然后从英语教师的职业属性、大规模标准化测试给英语教师的冲击以及测试对于教、学的促进作用等三方面探讨培养语言教师测试素养的重要性,并提出了语言测试素养的培养途径。     

关于教师教育课程开发的探索与实践

教师教育是一项系统工程,课程开发是其中的一个重要环节。在课程开发时应注意课程内容与形式的选择,在课程使用时应善于利用课程文本和课程资源等。     

新课改背景下义教段一专多能型教师的培养

新课程改革日益深入与义教段学科教师配备不全的矛盾要求我们不断完善师资队伍的结构,培养一专多能型教师。一专多能型教师培养的有效策略主要有统一认识、建立完善的保障机制、制定基于事业发展需要的培养规划、有效的培训措施和编写专用教材等。     

Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers

Aspects of science background knowledge and attitudes toward teaching science were examined among preservice elementary teachers. The results indicated a low level of science knowledge, a negative relationship between science knowledge and attitude toward teaching science, and a marked lack of confidence toward teaching science among the prospective teachers. Some interesting paradoxes were also found. Recommendations concerning preservice preparation, inclusion of academic science coursework, and collaborative efforts between college departments are offered.     

‘Becoming our own experts’: lessons from the past

This article reports on a local curriculum development project from the 1970s that shared many of the features of action research, though it was not thought of as such. Teacher control, the bridging of the theory–practice divide, the centrality of practitioner classroom research, and the quality of pupils' learning were all features of the project. The article also discusses the problematics of outsider involvement, of contributions to knowledge, and of authenticity.     

The Place of Philosophy in the Training of Teachers: Peters revisited

Abstract

In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context of the time when Peters set out his views, describes philosophy of education at the London Institute of Education at one period in Peters’ time there, and then discusses the current state of philosophy of education, using New Zealand as an example of opportunities and challenges. Finally, asking whether Peters was nearly right about the place of philosophy in the training of teachers, it is concluded that he was right about its importance but got it wrong about his conception of philosophy.     

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.     

Troubling the discourse of teacher centrality: a comparative perspective

The belief in the central role of the teacher has a long and comparative history. This article aims to critically analyse the discourse of the centrality of the teacher by both historicising and problematising the ideas and practices associated with this discourse. First, the article describes the discourse as it was taken up during the twenty‐first century when the teacher was viewed as the linchpin to building universal education systems. The idea that the ‘master makes the school’ is examined and the policies that stemmed from this thinking (e.g., the establishment of formal teacher training, teacher testing and certification) are outlined. The contemporary manifestations of this discourse are then described to show how the pervasive belief in the central role of the teacher has influenced education policy reforms, which like teacher policy reforms in the nineteenth century operate to shape and regulate the profession. Further discursive effects are analysed including the de‐contextualisation of educational reform and the de‐professionalisation and de‐politicisation of teachers and their work. The relationship between effective schools research and the centrality of the teacher discourse is also considered within the contemporary moment. This comparative study refers to the discourse of the centrality of the teacher in Australasia, Europe, Great Britain and North America, and suggests that our collective focus on the teacher has had some serious, unexpected effects on teachers and the work they do.