首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 718 毫秒
1.
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers’ ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers’ ICT self-efficacy in ITE.  相似文献   

2.
  相似文献   

3.
This paper presents a study about the new roles that some French physics teachers develop in class when they use ICT. The presence of ICT in class practice seems to affect both the role of the teachers and how they teach. The content analysis of exchanged e-mails in two mailing lists and semi-structured interviews gives a glimpse on the way teachers are considering that their role in class is changing. New models of teaching seem to be constructed by teachers who feel more active and more dynamic when using ICT to teach physics. Thanks to the introduction of the ICT they have become mediators for their students. Scientific knowledge is no longer on the teacher's side but it is now shared between different sources. They present also the use of ICT as a form of life long learning. Furthermore, the teachers consider that the mailing lists facilitate the communication and contribute to the progress of educational practices.  相似文献   

4.
Western research over the last decade has shown that early childhood (EC) teachers’ perspectives on the role of Information and Communication Technologies (ICT) in the early years strongly shape young children's experiences in educational settings and affect the integration of ICT into the classroom. The research in China is scant however. This article reports a study of Chinese EC teachers’ views on the use of ICT in preschools. Data consist of illustrative original quotations generated from interviews with four teachers, as part of a larger study. This study shows that Chinese preschool teachers had an emerging understanding about social and technological impacts on the use of ICT in early childhood education (ECE), but they recognised the value of ICT for young children and themselves in a limited way. This restrained young children's active and meaningful use of ICT for early learning and development. We argue that there is a need to develop explicit ICT polices and curriculum guidelines for the ECE system that emphasise young children's active and creative use of ICT for early learning and development, and better support teacher learning.  相似文献   

5.
我国教师教育课程的突出问题是理论与实践的割裂,为促进信息技术教育专业的师范生实践性知识的发展,作者尝试在高师信息技术教学法课程中实施全新的课程设计,将"真实问题"、"可操作的"项目、"大学-中小学合作"的学习环境和"反思性行动"四要素融入课程教学,完成信息技术教育专业师范生实践性知识的发展。  相似文献   

6.
ABSTRACT

The use of information and communication technology (ICT) can have positive effects on the learning and development of children. Adults and peers have a critical role in harnessing the potential. The authors’ attention in this article is on teacher practices. Through case studies of four early childhood teachers’ pedagogical roles and practices while children were using ICTs in Shanghai preschools, the authors reveal four main roles: facilitator, observer, guide and knowledge transmitter. Teachers were predominantly instructing and transmitting knowledge and were rarely observed to take responsive mediating approaches, despite proactive Chinese ICT policies which however lack specific curriculum guidance on pedagogy. Teachers were falling back on their traditional training and practices, leading to misalignment between policy which advocates guidance and democratic practice, and teachers’ actual practices. Drawing on Vygotsky’s concept of mediation, the authors advocate further learning about sociocultural approaches that have been shown to be beneficial in supporting teachers to take active and dynamic pedagogical roles and to employ a range of interactive and democratic strategies to empower children’s learning. Further investigation is needed to ascertain whether such teachers are rejecting interactive pedagogical approaches, or have not yet learnt about effective interactive strategies.  相似文献   

7.
In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.  相似文献   

8.
This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and open-ended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of ‘technological pedagogical content knowledge’ only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers’ expressed research interests and the design and implementation of a formative intervention group interview.  相似文献   

9.
The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the same geographic area of a large urban city in Southern Ontario, Canada. Teachers formed learning communities as a result of the Collaborative Teacher Inquiry Project through active collaboration to further teachers’ knowledge about teaching the Grade 9 Applied mathematics course and in developing teaching materials. Although it was reported that there were barriers to collaboration, teachers described various strategies that were (or could be) implemented to overcome these barriers. Teachers were enthusiastic in continuing to creatively find solutions to combat barriers as they saw the overall benefits of collaboration to their professional growth and noticed an increase in student engagement and achievement.  相似文献   

10.
Arising from an inductive reflection on the teaching of an INSET course for rural teachers, this article develops a largely conceptual argument about the role of theoretical knowledge in teacher development. Teachers' experiences – and practical knowledge derived from it – are not sufficient to develop teacher expertise. Theoretical reflection in turn produces qualitatively different insights about teaching and learning, which can provide teachers with conceptual tools to establish new links between what they know and what they do. However, there is very little research evidence about the way experienced yet poorly qualified teachers use theoretical knowledge to reflect about their work  相似文献   

11.
A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an 'organic' approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.  相似文献   

12.
Learning about Mentoring; the Enfield experience   总被引：1，自引：1，他引：0  
Over the last few years there has been a growing body of knowledge, both nationally and in Enfield, of the expertise required for mentoring newly qualified teachers (NQTs). Coordinating the LEA support for this group we identified a gap in the provision for those in their second and third years of teaching. The article describes the efforts that were made through the accreditation of teachers' work to support teachers new to the profession to develop as reflective practitioners. This work is based mainly on the experiences of a group of teachers who were NQTs in 1992–93 and who wrote assignments that were submitted in May 1994. It is in three parts. In Part One we identify the problem as we see it; in Part Two we present our model for filling the ‘gap’; and Part Three explores the learning outcomes for the new teachers and ourselves.  相似文献   

13.
Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.  相似文献   

14.
The research reported here investigated the use of information and communication technologies (ICT) by 15 Hong Kong preservice early childhood teachers (PSTs) who had completed a course regarding the use of ICT in early childhood settings as they participated in their first-year teaching practicum. The study examined the preservice teachers use of ICT and their ability to integrate ICT into their teaching practices. The research took place in 7 preschool settings across the Hong Kong Special Administration Region (SAR). The results indicated that preservice teachers used ICT mostly in the context of a teacher-directed approach to learning. The contexts allowed for few child-directed activities and very few child-initiated activities. Similarly, when the preservice teachers incorporated learning activities that used ICT, they initiated and directed most of the activities. The findings from this study indicate that school factors, such as school-level curriculum, ICT infrastructure, and the mentor-teacher’s teaching philosophy exerted a powerful influence on the way that preservice teachers were able to use ICT in their teaching practicum.  相似文献   

15.
Background and purpose:?The interest in raising the competence of teachers through networks and network activities is increasing. This article is based on the voices of four newly qualified teachers who give us the opportunity to listen to experiences in authentic surroundings. The purpose of this article is to gain better insight into the type of networks newly qualified teachers maintain, develop and create to develop as teachers. The research question is: What is the importance of networks for the professional development of newly qualified teachers in upper secondary education?

Main argument:?The main finding of the article, based on in-depth interviews with four newly qualified teachers, is that being acknowledged by colleagues is decisive for professional development. Furthermore, the school’s programme of meetings to some extent contributes to developing the respect and trust of the newly qualified teachers, who also need to find time and opportunities for reflection in personal networks outside school. The relational and emotional aspects of the teaching profession produce a need for guidance processes where the ethical dilemmas of the profession can be raised. When these dilemmas arise, the newly qualified teachers actively look outside school to grasp opportunities for professional development. The teachers appear to be very active in their own professional development, and they have ambitions to develop as teachers for the benefit of the pupils and the school.

Conclusions:?Systematic guidance is highlighted as fundamental for these teachers’ learning.  相似文献   

16.
This article reports on a study that explored the management of information and communication technology (ICT) in teaching and learning. In particular it focuses on the use of ICT in the pre-service teacher’s classroom in the South African context. The study was interventionist in that pre-service teachers were trained how to use ICT in teaching and learning, and were then followed into the teaching practice classroom where they were observed as to how they used the technology and managed it. Data for the project was also collected through semi-structured interviews with the pre-service teachers and through the researchers’ reflection. The results showed that the pre-service teachers, who in this case were all digital natives, are willing to use ICT for teaching, but lack the skills to manage ICT in the classroom. The results further showed that the motivation to use and integrate ICT in the classroom may not be sufficient to ensure the effective integration thereof, that is, the teachers still require management. Further, the article recommends the importance of higher education institution lecturers as role models in the use and management of ICT.  相似文献   

17.
Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.  相似文献   

18.
There are many ICT tools that teachers can use to support teaching and learning. In recent years, Learning Management Systems (LMSs) have been present in most higher education institutions. However, the availability of LMSs in K-12 is more recent. Furthermore, we believe that LMSs are promising even for K-12 teachers in face-to-face learning contexts because they have many educational features that can support learning with students. The goal of this study is 1) to identify the factors that influence the acceptability of the LMS by teachers, 2) to see if teachers’ ICT use influences their intention to use the LMS, and finally 3) to see if teachers’ ICT use influences their perception of the affordances of LMS educational features. The LMS in our study was introduced in a school board of more than 35,000 students and approximately 2400 teachers. To study the acceptability of the LMS, we used the Technology Acceptance Model. The results obtained from the show that the perception of usefulness is a good predictor of the intent to use the LMS. As for ICT use and the affordances of LMS educational features, the results show that they are not a good predictor of the intention to use.  相似文献   

19.
Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to investigate the content and implementation of shared professional knowledge in an early childhood context. Video-taped data were collected using a stimulated recall method from the two participating teachers. The results show that the content of shared professional knowledge was related to two areas in the teachers’ professional knowledge: professional self and professional tasks. In addition, the shared professional knowledge varied according to the teachers’ work contexts. This study offers new knowledge on early childhood education practices and teacher education, considering multi-professional collaboration, and shared learning.  相似文献   

20.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号