共查询到20条相似文献，搜索用时 15 毫秒
1.
William Allen Robert Whannel Maureen O’Neill 《Asia-Pacific Journal of Teacher Education》2018,46(1):22-37
Regional and national interest in reforming teaching in Indonesia has seen governments, NGOs and education specialists combine to drive pedagogical changes among school teachers there. Results of these programs have been indifferent at best. This paper reports on teacher reform programs in Provinsi Papua, one of the most marginal societies in Indonesia. The Papuan Provincial Government, AusAID and an Australian University focused on bringing cohorts of secondary teachers and Principals for professional development to Australia. An evaluative, survey inquiry was conducted into the effectiveness of a series of AusAID (now DFAT Australian Aid) Scholarship programs on changing capacities and approaches of teachers and Principals at least eighteen months after their off-shore experience. Findings revealed significant changes in teaching practices, improved quality of teacher-student relationships and improved interactions with colleagues. We argue that our findings demonstrate an appetite for student-centred approaches to teaching and that off-shore programs may have important outcomes that larger scale, in-country programs fail to realise. This has implications for DFAT Australian Aid-funded and similar Scholarship programs. 相似文献
2.
新课程改革对小学教师角色提出了新的要求,但由于社会、学校和教育部门以及教师自身等方面的原因,在实践教学中,小学教师并没有扮演好这些"理想"角色,造成了教师角色冲突.为了缓解教师角色冲突:首先,社会对教师要有一个正确、合理的认识;其次,学校和教育部门要为教师提供专业成长的支持,以及要改善教育评价体系;再次,教师自身要加强... 相似文献
3.
Robyn Bentley-Williams Christine Grima-Farrell Janette Long Cath Laws 《International Journal of Disability, Development & Education》2017,64(3):270-282
Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education. 相似文献
4.
Christine Edwards-Groves Peter Grootenboer Ian Hardy Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333
ABSTRACTEducational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform. 相似文献
5.
Anna Hogan Greg Thompson Sam Sellar Bob Lingard 《The Australian Educational Researcher》2018,45(2):141-160
This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have. 相似文献
6.
Teacher professional standards globally now include a stronger emphasis on teacher research and evaluation skills. Yet, little is known about how to build these capacities through teacher education. This paper reports on a systematic literature review conducted to synthesize the literature about approaches to improving research and evaluative skills and attitudes in teachers. A total of 19 studies were included. The field is largely dominated by small qualitative studies that focus on teacher action research as a facilitator of professional development. There is a substantial and highly problematic gap in the research specifically in relation to building evaluation skills in teachers. Recommendations include a stronger investment in teacher education focussed on evaluation and evaluative thinking, which holds significant potential to positively impact the professional practice of teachers and student learning outcomes. 相似文献
7.
澳大利亚自20世纪90年代开始对教师教育课程标准进行持续的改革,从最初的入职教师能力框架到首次建立全国教师专业标准框架,再到大体形成全国教师教育认证制度,并经过多次修订于2010年颁发了完整的全国教师专业标准,从而最终形成比较完善的教师教育认证机制和教师教育课程体系。最新的全国教师专业标准以其更加明确具体的标准结构和内容、充分体现教师专业发展阶段性和持续性的评价方式、从以过程为导向转为以结果为导向的认证要求,体现了澳大利亚教师教育课程标准更加开放灵活的发展理念,反映出国际教师教育改革的共同趋势和澳大利亚教师教育改革的鲜明特色。 相似文献
8.
Brad Gobby Amanda Keddie Jill Blackmore 《Journal of educational administration and history》2018,50(3):159-173
Discourses promoting the benefits of school autonomy have floated freely internationally since moves in the 1980s to greater devolution in the UK, New Zealand, the USA, Australia and Sweden. The most recent Australian version, Independent Public Schools (IPS), grants school leaders more latitude over aspects of their work. But this autonomy is constrained by technologies of competitive performativity, now the norm across Australian and other school systems. Entrepreneurial policies focused on competition, compliance and improved performance make schools, their leaders and teachers, more responsible to external accountabilities. At the same time, autonomy is creatively exercised by leaders due to public service orientations associated with traditional teacher professionalism. This analysis of two Australian case studies of IPS, a secondary school in Queensland and a primary school in Western Australia, illustrates how school leaders navigate conflicting demands of the audit and performance culture by exercising autonomy according to differing notions of professional responsibility, disrupting and moderating the more inequitable priorities and effects prevalent in many performative systems. 相似文献
9.
Peter C. O’Brien 《Educational Philosophy and Theory》2013,45(8):833-847
This article analyses ‘performance government’ as an emergent form of rule in advanced liberal democracies. It discloses how teachers and school leaders in Australia are being governed by the practices of performance government which centre on the recently established Australian Institute for Teaching and School Leadership (AITSL) and are given direction by two major strategies implicit within the exercise of this form of power: activation and regulation. Through an ‘analytics of government’ of these practices, the article unravels the new configurations of corporatized expert and academic knowledge—and their attendant methods of application—by which the self-governing capacities of teachers and school leaders are being activated and regulated in ways that seek to optimize the performance of these professionals. The article concludes by outlining some of the dangers of performance government for the professional freedom of educators and school leaders. 相似文献
10.
Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment. 相似文献
11.
In many countries, there are no professional standards determining attributes, praxis, effectiveness and evaluation for teachers of relationships and sexuality education in schools. However, in the USA, a new set of pre-service teacher preparation standards has been developed for sexuality education and health. Australia has a set of generic teacher professional standards, but none specifically designed for teachers of relationships and sexuality education. This study aims to explore the possible development of such specific education professional standards for Australian teachers, by comparing and contrasting the knowledge, skills, and competencies exemplified in the prospective USA preparation standards with those in existing generic Australian teacher standards at graduate level. The analysis points to common areas of suitability, competencies, and effectiveness that could help pre-service/initial teachers, in-service teachers, and teacher educators find appropriate and relevant benchmarks for the teaching of timely and comprehensive relationships and sexuality education. The findings show structural similarities, content consistencies, and helpful commonalities in both standards’ sets, comprising seven USA teacher preparation standards, and seven Australian teacher professional standards. Such information may be useful for teachers and educators wishing to generate professional standards for the teaching of relationships and sexuality education in Australia. 相似文献
12.
There is a general doubt on whether teacher evaluation can contribute to teachers’ professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers’ feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes. 相似文献
13.
This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes. 相似文献
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15.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
16.
This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction. 相似文献
17.
Hunter Gehlbach Carly D. Robinson Ilana Finefter-Rosenbluh Chris Benshoof Jack Schneider 《教育心理学》2018,38(3):350-367
Administrators often struggle in getting teachers to trust their school’s evaluation practices – a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers’ support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards student-perception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about student-perception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers’ support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions. 相似文献
18.
德国中小学教师职业准备教育包括理论知识学习为主的修业阶段和实践能力培养为主的实习阶段。德国中小学教师职业准备教育能够顺利且有效开展,得益于其完备有效的支持系统。为弥补原教师职业准备教育制度设计的不足,德国教师教育界推行了一些新举措。 相似文献
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In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individualising and pathologising teachers’ responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in ‘exemplary’ student voice practices, we listen to school leaders and facilitating teachers’ accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of ‘silenced’ student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers’ experiences of student voice and contemporary reconstitutions of teacher subjectivities. 相似文献