Novice teachers’ learning and knowledge building during the induction programme

This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging.     

学术新人的信息行为研究

本文以三年级本科生为研究对象,通过给学生布置难度较大的课程论文,然后要求学生详细记录信息检索过程中的检索策略、检索过程、检索结果及思考。基于文本数据,采用内容分析法分析了实验对象的数据库、检索字段、排序方式以及限定条件的选择、检索结果记录数与二次检索的关系、检索式的构建中的用户行为。论文提炼了学生的检索模式,分别为文献计量模式、参考文献模式、核心期刊模式、搜索引擎模式、渐进模式以及常规模式。     

任务驱动下的学术数据库新手心智模型演进及学习模式研究

[目的/意义]如何理解新手在与学术数据库交互过程中其心智模型的演进过程和学习模式是值得关注的问题,探究任务类型对学术数据库新手用户心智模型和学习模式的影响能够更好地帮助用户使用学术数据库。[研究设计/方法]本研究通过77位新手用户参与完成三种不同类型的任务(事实型搜索、探索型搜索和干涉型搜索)前后分别绘制的中国知网概念图的实验,对概念图的结构差异和内容差异进行分析,探讨不同任务情境下学术数据库新手心智模型的演进规律及学习模式。[结论/发现]研究表明用户信息搜索前后心智模型的演进模式受到任务类型的驱动,呈现出不同的概念图结构和维度内容;用户在不同任务的搜索前后均进行了学习行为,但学习模式存在差异,大多数新手用户在事实型任务和干涉型任务搜索后进行了有意义的学习,而在探索型任务搜索后用户进行了初步学习。[创新/价值]从任务类型的影响视角丰富了“搜索即学习”中的新手用户心智模型和学习模式的研究内容,有利于信息专业人员为新手开展信息检索技能培训和优化检索系统设计。     

Novice teachers learning through participation in a teacher study group

Using Lave and Wenger’s framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study illustrates how, over time, the novices moved from more peripheral to more central participation as revealed through changes in their talk and feelings about participating. The study highlights the importance of legitimacy and peripherality provided by the more experienced teachers and identifies the ways in which the facilitator scaffolded and mediated the novices’ participation and learning.     

Mentoring and being mentored: The story of a novice music teacher's success

This qualitative study examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching. His progress seemed related to the quality of his relationships with different mentors. An unanticipated factor in Jelani's success was his participation in a university-based program for children, where he served, under supervision, as a mentor for two preservice teachers. In what became a mutually beneficial relationship, Jelani reinforced his new-found knowledge and skills and learned to better describe and assess his own teaching. Among those who worked with Jelani, additional reciprocal mentoring relationships developed.     

The reality of reality shock for inclusion: How does teacher attitude,perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?

There is little empirical attention in the literature to how beginning teacher perceptions in relation to inclusion change as they progress from the pre-service to novice teacher year. This paper reports on a panel study of a cohort of pre-service teachers in the Republic of Ireland, which tracks their transition to the novice teacher year using a new scale. Analysis of the data indicates that this transition results in a significant drop in attitude, perceived knowledge and self-efficacy in relation to inclusion.     

新手教师理论性知识与实践性知识之间的教学情景间隙

新手教师面对课堂教学问题时往往束手无策,对教学情景无所适从。针对此问题,文章将陈述性知识、概念性知识、程序性知识和策略性知识归纳为理论性知识与实践性知识两大类。通过比较教师五个阶段专业发展的知识特征,揭示四种知识之间存在的“情景间隙”。因此,结合情境开辟有效的学习途径成为整合理论知识与实践知识的重要举措。基于Nonaka和Tadeuchi提出的企业知识管理创造的“SECI”模型,文章提出了新手教师知识转化的“IAIR”模式,即互动、运用、融合和反思,为新手教师的专业发展提供参考。     

新手到专家:职业专长发展的必由之路

专家——新手这一研究思路最初应用于象棋、物理、医学等职业专长领域，以后逐渐应用于学、体育、音乐等领域。在不同的职业领域存在不同的专长。职业专长的发展是一个长期学习和实践的过程。新手与专家的职业专长发展存在差异这些差异的影响因素主要在动机、实践训练、知觉、知识经验等方面。找到这些影响因素，对于职业指导与职业培训具有重要的意义。     

What We Learned about Using Metaphors in College Teaching: Methods and Meanings

The field of education is rich with metaphors that reveal one's perspective on the nature of teaching and learning—ideas are “covered,” students “absorb” information, teachers offer writing “clinics.” Each of these metaphors indicate nuanced ideas about what schooling is and is for—to be checked off? Taken in unquestioningly? For those who are sick? Two teacher educators in the field of early childhood education share insights from their own experiences in considering novice teachers' metaphors in their preparatory experiences, particularly wondering what these unveil about heretofore unanalyzed beliefs and what instructors can learn so as to form further instruction. Methods are shared and reflection led educators to find important instructional and relationship-building implications for working with novice teachers.     

Novice in secondary school – the coin has two sides

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.