Who dares to disconnect in the age of uncertainty? Teachers’ recesses and ‘off‐the‐clock’ work

In 1999, all student teachers at secondary I level at the University of Bern who had to undertake an internship were asked to participate in a study on learning processes during practicum: 150 students and their mentors in three types of practicum participated—introductory practicum (after the first half‐year of studies), intermediate practicum (after two years of studies) and final practicum (after three years of studies). At the end of the practicum, student teachers and mentors completed questionnaires on preparing, teaching and post‐processing lessons. All student teachers, additionally, rated their professional skills and aspects of personality (attitudes towards pupils, self‐assuredness and well‐being) before and after the practicum. Forty‐six student teachers wrote daily semi‐structured diaries about essential learning situations during their practicum.

Results indicate that in each practicum students improved significantly in preparing, conducting and post‐processing lessons. The mentors rated these changes as being greater than did the student teachers. From the perspective of the student teachers their general teaching skills also improved, and their attitudes toward pupils became more open. Furthermore, during practicum their self‐esteem and subjective well‐being increased. Diary data confirmed that there are no differences between different levels of practicum in terms of learning outcomes, but give some first insight into different ways of learning during internship.     

‘If you’re wrong for the place you just don’t survive’: examining the work of early career teachers in context

ABSTRACT

This article presents evidence from across the segregated secondary school system in NSW, Australia, through the close analysis of three cases of teachers’ work in contrasting schooling contexts. Through this comparative approach, the relationship between school context and the work of the early career teacher is foregrounded, troubling views of teaching as reflecting a certain kind of life cycle in which early career teachers in particular are seen to be subject to pressures such as stress and burnout. In contrast, I argue that specificities of context, exacerbated by a market-based policy approach which has driven greater levels of differentiation between schools, have particular consequences for teachers, both in the nature and scale of the challenges with which they are faced. In demonstrating how teachers’ work is affected by context, I also speak back against recent, often ill-defined discourses of ‘classroom readiness’ and ‘teacher quality’, which emphasise the roles of teachers and teacher educators rather the systems within which they work.     

论网络教师在师生互动中的印象管理

网络教学环境是一个技术支持下的社会化空间,师生在网络环境下处于相对分离的状态,只能通过技术工具与平台实现互动,师生互动是影响网络教学绩效的关键因素之一。由于学生对网络教师的印象不仅会影响他们对网络学习的满意度,而且还会影响学习效果,因此网络教师在师生互动过程中应学会印象管理。网络教师实施有效的印象管理有利于增加师生之间的信任程度,优化网络教学环境下的师生互动效果。网络教师在师生互动过程中的印象管理内含印象动机与印象建构两种成分,前者是指网络教师具备主动促使学生对自己形成好印象的意识与愿望,后者是指网络教师通过适当的策略与方法展现自我形象,调整自己的行为表现,努力让学生对自己形成自己所期望的印象的过程。网络教师的印象管理策略包括基于提升＂教学临场＂的专业化策略、基于社交技能的社会化策略以及基于技术素养的技术性策略。针对网络教师实施印象管理的具体策略,开展实证层面的应用效果和评价研究是未来的努力方向。     

Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway

ABSTRACT

The main theme of this article is teachers’ experiences of how joint reflection and common follow-up practices impact on the development of inclusive education. The study was conducted using an adapted letter method, where the teachers at one school in Norway answered some open questions by discussing and formulating a joint text. The results suggest that the teachers, who have previously participated in a national programme of school development, seem to have developed a broad understanding of inclusive education that entails meeting the diversity of needs of all pupils. They do not only consider inclusion to be a matter of placement but also something that involves a social and an academic communality. One important finding is that joint reflection in a sharing culture engenders common frames of reference for the practical actions of inclusion. Teachers’ own experiences suggest that joint discussion and reflection also play a central role in the efforts aimed at the inclusion of pupils with special educational needs.     

浅谈新时期高职学生管理工作

在新时期高职学生的管理工作过程中,应根据高职学生的特点,坚持以人为本,遵循高职教育规律,将制度化管理与人性化管理相结合。在注重理论教育的同时,吸取先进的、科学的现代管理思想和艺术,并探索新的管理方法,做好学生的管理和教育工作,将高职学生培养成为高素质的应用型技术型人才。     

西北地区普通高校高水平运动队建设与发展的研究

为了调查西北地区普通高校高水平运动队建设与发展,本文采用调查法、文献资料法进行分析,结果发现西北地区普通高校高水平运动队建设与发展过程中存在经费运转困难、管理等方面问题。本文针对这些问题提出若干发展对策,为解决西北地区普通高等学校高水平运动队建设寻求一条可行之路。     

教师在线学习共同体的个案研究——以山东淄博周村区“天村家园”为例

信息技术环境下的教师专业发展具有多种方式,其中,构建教师在线学习共同体是一种有效的人力资源组织方式,在很多学校正如火如荼地开展着。综观当前教师在线学习共同体的研究,大多是关注前期的构建,而对于后期的使用效果、教师教育工作者的参与度、技术支持等情况并未做系统研究。通过分析和归纳周村地区教师在线学习共同体的实践经验,探索出科学、合理、有效的应用指导策略。     

加强农村火灾扑救的几点思考

随着国家大力推进新农村建设,农村经济得到了快速发展,个体经济、私营经济如雨后春笋般涌现,农村生活水平不断提高,但是受多种因素影响,农村消防工作基础薄弱,农村消防工作已严重滞后于社会经济发展步伐。因此,积极探索农村火灾的扑救、改善农村消防安全环境是我们消防工作当前的一个重大消防课题,为社会创造良好的消防安全环境,回应党和人民的新期待、新要求至关重要。     

宁波企业创新团队平台建设研究

为提高宁波企业团队自主创新的能力,文章通过理论与实证研究分析了宁波企业创新团队平台建设的现状与存在的问题,在此基础上提出了完善宁波企业创新团队平台建设的方案。     

对国家帆板队体能大周期训练计划的研究

采用调查、文献资料和数理统计法等研究方法,对国家帆板队大周期体能训练计划进行研究,旨在为帆板教练员和运动员体能训练提供参考。研究表明国际帆板运动竞赛规则发生变化对运动员体能提出新的挑战;训练负荷应以帆板所需的专项负荷变化为依据,体能大周期训练计划的5个阶段性计划依次为适应性训练→增肌训练→功能性力量训练→水上专项力量耐力训练→体能状态调整训练;有氧是体能的基础,有氧练习需要定量化;帆板体能训练需结合水上专项技术特点,注重核心力量训练、有氧训练、小关节力量训练尤其是足部趾关节的力量;无氧训练每周不超过2次。