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1.
The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers’ intentions to change. In the study described in this article, we performed “motivating-for-educational-change” interviews (MECI) and explored the influence on teachers’ intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers’ intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point. 相似文献
2.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引：1，自引：0，他引：1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
3.
Louise Starkey Anne YatesLuanna H. Meyer Cedric HallMike Taylor Susan StevensRawiri Toia 《Teaching and Teacher Education》2009
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change. 相似文献
4.
This article focuses on exploring comprehensive school teachers’ professional agency in the context of the most recent school
reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises
on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school
reform. Teachers’ perceptions and the relation between their perceptions of the development work and their educational backgrounds
were empirically examined by means of essays entitled “Remembering the Future.” Results suggested that both teachers’ perceptions
of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation
showed that teachers’ perceptions of the reform and of themselves within the reforms were interrelated. More specifically,
perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of
the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were
very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge
for the teachers’ active professional agency in educational reforms seems to be the lack of shared and informed assumptions
of how change can be brought about. 相似文献
5.
Rebecca Saunders 《Journal of Educational Change》2013,14(3):303-333
Research literature in the field of teacher emotions and change broadly accepts that behaviour and cognition are inseparable from perception and emotion. Despite this, educational reform efforts tend to focus predominantly on changing individual behaviours and beliefs and largely neglect or at best pay token attention to the emotional dimensions of the change process. This study examines teacher emotions in the context of educational reform and focuses on the role emotions play when teachers transfer new instructional processes into their practice. The teachers involved in this study took part in a four year systemic change professional development program designed to refine and extend their instructional practice. A sequential mixed methods research design consisting of the administration of a quantitative questionnaire followed by in-depth qualitative narrative interview analysis was used to gain insight into this complex area of educational change. Findings revealed that the teachers involved in this study experienced a range of emotions when participating in professional development and their emotional responses directly impacted their use of new instructional processes. A cyclical pattern of emotions emerged influenced by time, place and interpersonal relationships. Implications for the future design and implementation of professional development change initiatives are discussed. 相似文献
6.
教育方针是国家教育工作的根本指导思想,也是指导教育教学改革的行动指南。重庆教育学院旅游系借重庆直辖的契机,努力践行教育方针,不断改革创新,抓住“两个结合”,在岗位技能课程教学中,将高职教学要求、岗位实际需求、国家职业标准三者相衔结,形成“三位一体”的教学模式的教改实践与探索,以期揭示符合市场要求具有高职特色的高职技能教学模式。 相似文献
7.
《Teaching and Teacher Education》2001,17(2):175-194
Against a background of current reforms which involve a diversity of strong expectations with regard to how teachers should work, this study explores how teachers themselves view their professionality. Four hundred and fifty two secondary school teachers were asked about their professional orientations. Teachers were found to differ in their orientations and in the combinations of their orientations towards instruction, educational goals, and their role in the school organization. These findings are relevant to consider in the light of successful reform of schools and education. The article ends with a reflection on those combinations of orientations, and suggestions for future research into professional orientations are made. 相似文献
8.
《Teaching and Teacher Education》2000,16(5-6):635-647
In a period of radical educational reform, improving understanding of teachers’ professional learning is important for those who seek to make changes in classroom practice. Research-based enquiry is seen as the foundation of reflective practice, enabling teachers to generate pedagogical knowledge. However, teachers’ professional learning is inadequately theorized, and there is a lack of clarity about the type of theoretical framework to guide their development. This article gives insights into how teachers change their theories and practice. The data are drawn from a research study carried out in England which examined nine early childhood teachers’ theories of play and their relationship to practice. As an unintended outcome of their close involvement in the data collection and analysis, all of the teachers changed their theories, or practice, or both. The contexts which stimulated these changes and the learning processes which the teachers experienced are described and analyzed. On the basis of these data, a three-stage model of change is proposed and explicated, based on Fenstermacher's theory of professional learning. The conclusions indicate a need for a theoretical underpinning for teachers’ professional development which might also inform the design of teacher education courses. 相似文献
9.
In this article, we compare two North Carolina public schools that were simultaneously implementing reforms with seemingly different orientations, the A+ School Program and the ABCs of Public Education. We use the literature on caring and critiques of bureaucracy as a framework to look at the concurrent implementation of two educational reforms in North Carolina. We discuss data from a 5 year longitudinal study and critique our own assumptions as we develop portraits of schools that are both situated and complex. We do this to explore the question: In what ways does educational reform actually change educational practice? We develop a framework that articulates a critique of bureaucracy from the standpoint of caring, locate the culture of each school within the theoretical framework, and analyze how the culture of schools affects the implementation of educational reform. We conclude that reform is deeply cultural and that ethnographic methods are essential to understanding educational reform efforts. 相似文献
10.
Jelena Teodorović Dejan Stanković Bojana Bodroža Vladeta Milin Ivana Đerić 《Educational Assessment, Evaluation and Accountability》2016,28(4):347-375
Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order. 相似文献
11.
Yee Han Peter Joong 《Peabody Journal of Education》2013,88(2):267-282
This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and parents liked the reform initiatives, although some teachers still struggle with the transition to the new reforms, most were able to make the necessary changes to include some student-centred lessons. However, students claimed that teacher-directed lessons still dominate most classrooms and tests, class work, homework, and exams are still the most common evaluation systems. The surveys also revealed that classroom management needs increased attention as a result of the reforms. The largest problem, however, lies with the examination systems, as there is currently little room for introducing activity-based learning. Parents and society need to change their mind-sets of valuing examination achievements. 相似文献
12.
This article looks at women teachers' involvement in educational reform from a gendered perspective. Using qualitative data collected in interviews with secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity. Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teachers. When an educational reform effort 'fitted' with these conceptions, women teachers became advocates for and participated in the reforms. The support and commitment by women teachers in turn facilitated the success of the reforms. However, it was also found that the overrepresentation of women in a reform effort had the potential of creating negative political ramifications. When the character or profile of the reform took on a gendered identity, it ran the risk of facing resistance by men teachers in the school, ultimately thwarting implementation. 相似文献
13.
Joo-Ho Park 《Asia Pacific Journal of Education》2013,33(1):34-52
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. 相似文献
14.
15.
This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition‐driven goals, the comparison of teachers’ work‐lives and professional knowledge evidences a variety of experiences under‐represented in discourses on global restructuring. Our argument highlights how in England political reforms have worked their way deep into the working lives of professionals, giving rise to a ‘managerial’ model of professionalism, whereas in Spain reforms are more loosely coupled with teachers’ work, favoring a ‘social service’‐oriented model. However, despite the different professional ideals, teachers uniformly stressed the challenges they face were predominantly due to broader social transformations for which policy reforms provided few if any remedies. Our study emphasizes the variety of educational reforms and teachers’ experiences in the European context and argues further educational change should be bound to the historical trajectory and the concrete needs of the professionals in question. 相似文献
16.
以素质教育为核心的教育改革对学校管理带来了冲击与挑战。它要求教师转变传统的教学观,学习新的知识和教学方法。校长是学校管理的关键人物,其领导实践对于帮助教师发展具有重要作用。本研究采用质性研究方法,尝试揭示两位校长在真实情境中帮助教师发展的领导实践全貌与过程。研究发现,促进教师发展的校长领导力主要具有以下三方面的特征:(1)以提升教师专业知识与技能的工具取向为主;(2)以转变教师认知、情感与态度的文化取向为辅;(3)在规范教师教学行为与激发教师改革动机之间寻求平衡。 相似文献
17.
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. 相似文献
18.
尹成成 《青岛职业技术学院学报》2020,(1):46-49
探索组建高水平、结构化教师教学创新团队、教师分工协作进行模块化教学是未来国家职业教育改革的发展趋势。为改变目前“包揽式”的信息化教学方式,高职会计专业教师应采用信息化协作教学,即在遵循互补性、开放性、一致性、协作性原则下,通过组建专业教学团队和课程教学团队,从信息化教学设计、信息化教学实施、信息化教学测评三环节实现协作教学,以提高信息化教学的发展创新和成效。 相似文献
19.
Carolyn S. Wallace 《课程研究杂志》2013,45(3):357-381
The purpose of this study was to investigate socio‐cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment initiative, so as to examine the inter‐relationships amongst beliefs, policy, and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers’ beliefs about teaching, learning, and the professional development programme; (b) how those beliefs influenced the teachers’ mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher’s beliefs and the council’s philosophy towards and management of policy implementation. A qualitative interpretive cross‐case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a ‘bottom up’ mode of implementation, appeared to be a significant factor in promoting the reform policy. 相似文献
20.
For the past few years, the Republic of Cyprus has been pursuing a major educational reform across all levels of mandatory education, focusing especially on curriculum change, for the implementation of which in-service teachers have undergone a series of professional development seminars. Individual and focus group interviews with in-service elementary teachers, regarding their sense of professionalism within this curriculum change process, revealed that teachers positioned themselves largely onto different points on a continuum. These are conceptualized as positions veering between teachers’ sense of minimum and maximum autonomy over their participation in the development and introduction of the new official curriculum. Framed by a traditionally centralized context, these positions were discursively negotiated in contradictory ways which allowed multiple positionings by each teacher. The paper concludes with the implications of these findings for understanding teacher professionalism and positioning, as well as for considering how this might relate to curriculum change and implementation processes. 相似文献