共查询到20条相似文献，搜索用时 109 毫秒
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众多献对教师研究内涵一般从教师研究的对象、教师研究的目的以及教师研究的过程这三个方面来阐释。从教师研究的对象来看．教师研究是以具体教学过程中出现的各种复杂问题为对象的，是一种实践性探究；从教师研究的目的看．教师研究的最初目的是改进自身的教学工作，而最终目的则是促进教师的发展；从教师研究的过程看。教师研究的途径是多样化的，但都包含了行为表现、探究、反思等过程，是一个“一步一回头，两步一回头”缓慢进展的过程．通过量的积累达到一定程度之后才会有质的飞跃。因此教师研究是教师对日常教学生活的一种自觉的多样化的探究活动和过程． 相似文献
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殷培贤 《当代教育理论与实践》2016,(9):107-109
针对行动研究教师对个人课堂听力教学行为进行持续性反思的过程进行跟踪访谈,即对教师个体课堂行动研究这种行为进行再研究。研究发现,受访教师对于行动研究的认识和理解有一个从模糊认识到清晰反思的变化;教师的行动研究是将教学实践和科学研究有效结合的过程。由于学生形成性评估的反拨作用,授课教师对自己的课堂听力教学提出了新的更高的要求,主动性得以凸显,这是行动研究得以开展的必要条件。 相似文献
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试说教师的案例研究 总被引：8，自引：0，他引：8
张肇丰 《课程.教材.教法》2004,(8)
教师的案例研究,是教师以叙事为主要方式来反思和改进自身教育教学实践的行动研究。教师案例研究具有主体性、情境性、倾向性、内驱性等特点。针对教师工作特点和研究思路的差异,案例研究有不同的类型。教师的案例研究是一个追求实践性知识的过程。 相似文献
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论教师研究的合理取向 总被引：1，自引：0，他引：1
行动研究日益成为教师普遍接受的研究方法，而教师作为研究的主体是行动研究得以实行的巨大推动力。在教师行动研究日渐兴起的大潮中，教师行动研究的取向就成为教师不得不审慎考虑的问题。笔者认为，教师行动研究属于科学研究，有必要把握教育研究的科学方法论指向，关注校本化和教师专业化的研究，增强教师行动研究的科学性和实效性。 相似文献
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张涛 《大连教育学院学报》2012,28(3):5-8
研训一体就是将教师研修和教师培训有机结合。教研是培训的基础,只有深研,方能笃训,研训一体体制下,教研工作不可削弱。本文就研训一体体制下的教研工作的模式、价值取向以及如何开展教研工作进行探讨。 相似文献
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传统的教师研究很少关注教师与教师以及教师与学生之间的关系,教师的专业特性缺乏这一系列关系的作用,其发展难以获得相应的支持和有效的检验。教师生态文化研究将教师放到一种动态的关系中来理解,力图超越传统的教师研究范式,为教师专业发展提供一种新的理解方式。 相似文献
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Chunmei Yan 《Educational Action Research》2017,25(5):704-719
In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The study highlights the necessity of incorporating collaborative student-teacher research and teacher educators’ action research into pre-service teacher education programmes, which entails the need to transform the existing foundationalist teacher education paradigm into a post-foundationalist paradigm, and to recognize teacher educators’ action research on pertinent issues in teacher education. 相似文献
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Doing teacher research: a qualitative analysis of purposes,processes and experiences 总被引：1，自引：1，他引：0
Sharon Gewirtz Jan Shapiro Meg Maguire Pat Mahony Alan Cribb 《Educational Action Research》2013,21(4):567-583
In this paper we draw upon 14 semi‐structured interviews with the participants in a teacher‐researcher project on the theme of ‘ensuring African Caribbean attainment’ with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. After briefly reviewing the history and policy background of teacher research in England, we introduce the project and the specific purposes and motivations of its various stakeholders. In the second half of the paper we analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research, and we review the key implications of the research for policy and practice. We conclude that, in trying to make teacher research happen in a way that is meaningful and productive for those involved (whether as facilitators or teacher researchers), three things have to be negotiated at once: new roles for academic facilitators, new dimensions of teacher roles, and a viable conception of research that is authentically teacher research. All of these things involve rethinking assumptions about what it means to be a teacher and an academic and what is meant by research. Drawing on the lessons of this project, we suggest that the central challenge of building successful teacher research is the creation of genuine partnerships, characterised by respectful and critical dialogue, between university staff and teacher researchers. 相似文献
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合作教研之于教师专业发展有重要意义,有利于提高教师专业知识;有利于提高教师实践能力;有利于激发教师专动业力。当前合作教研存在的问题主要有刻板的合作规范导致教师的消极行为;过度的行政权力导致教师的话语沉默;异化的业绩评价导致教师抵触情绪。针对这些问题,我们提出了一些改善合作教研以促进教师专业发展的策略,包括建立开放的合作教研组织;建立专业取向的合作教研制度;建立发展性教师业绩评价体系。 相似文献
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Hilde Wågsås Afdal 《欧洲师范教育杂志》2019,42(2):258-275
This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed? 相似文献
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鼓励普通教师积极参与科研是目前国内外教师发展的主题,通过一个教师第一次开展一个行动研究的过程记录,详细报道了此教师如何通过同事间私下聊天这种交流方式消除职业孤独、增强反省和解决教学问题的能力,成为善于合作的自信积极的人。通过系统对比分析专业研究者和普通教师研究者的科研条件和目标的区别,提出教师研究、教师发展的运动必须尽快树立教师友善的研究评估标准,以确保科研不会变成教师肩上的新负担、真正促进教师职业发展。 相似文献
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21世纪以来美国教师教育研究主题形成了三大聚类一核心的状态。第一大类是以教师知识和信念、教师教育理论、合作以及行动研究为基础的教育改革研究;第二大类是以城市教师教育、数学教育、教师学习以及指导为基础的教师专业发展研究;第三大类则由三个小聚类构成,而三个小聚类又分别以教师质量研究、多样性研究和教师培养研究为中心。美国存在着一支研究教师教育的庞大群体,但是高产作者之间的合作度并不高,没有形成联系紧密的大型作者团。相反,高产作者所在机构的地理位置分布却相对比较集中,主要沿美国的东西海岸及五大湖分布。 相似文献