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1.
Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N?=?298) and Brandenburg, Germany (N?=?163), two educational systems in which the number of students transferred to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers’ attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d?=?0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers’ concerns should be addressed to promote inclusion in schools. 相似文献
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This paper draws on three case studies to demonstrate that categorising teachers in terms of their orientation towards teaching masks the uniqueness of each teacher's approach. The implications of the principle of teacher uniqueness for teacher education is discussed and it is argued that teacher education programs which attempt to teach skills and competencies independently of values and contextual considerations violate this principle. 相似文献
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Susan M. Brookhart 《Educational Measurement》2011,30(1):3-12
The 1990 Standards for Teacher Competence in Educational Assessment of Students ( AFT, NCME, & NEA, 1990 ) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountability and “standards‐based reform” context. This article briefly reviews the 1990 Standards and their influence, describes some other lists of assessment knowledge and skills that might be considered in updating them, and then proposes educational assessment knowledge and skills for teachers that reflect current teacher assessment needs. This set of competencies should help focus the work of teachers, teacher supervisors, professional developers, teacher educators, and others responsible for teachers’ assessment knowledge and skills. 相似文献
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David Lansing Cameron 《International Journal of Inclusive Education》2017,21(10):1028-1044
The aim of this study was to examine the relationship between the educational experiences of teacher education students and their attitudes towards planning and making adaptations for children with learning disabilities in inclusive classrooms. Participants comprised pre-service teachers in the second and fourth years of teacher preparation at a major Norwegian university. Fourth-year students were completing a 1-year elective in special education (n = 34) or coursework in other subjects (n = 30). Second-year students were grouped based on their intention to take special education (n = 26) or other coursework (n = 62). Participants rated their beliefs, skills, and intended practices with regard to planning and making adaptations. No significant differences were found between second- and fourth-year students in general education courses. However, students in the special education programme held significantly higher ratings of beliefs, skills, and intended practices than did second-year students; yet, only beliefs and practices were higher for this group when compared to other fourth-year students. Findings suggest that coursework in special education can have a positive impact on attitudes towards inclusion. However, teachers’ confidence in their ability to use these adaptations may be far more difficult to foster. 相似文献
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高校班主任老师肩负着教书育人的重要使命,一方面,要传授好专业知识,让学生掌握专业知识的本领;另一方面,要作好思想政治教育工作,帮助学生树立正确世界观、人生观、价值观。要作好班主任工作,特别是细致入微的作好班主任工作,班主任教师应努力当好三个角色,即当好“导师”角色,用丹心引路;当好“父母”角色,用热心育人;当好“朋友”角色,平等沟通。 相似文献
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Jacqueline Darvin 《The Teacher Educator》2013,48(4):274-298
This article chronicles a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political “situations” that are presented to teachers so that they can practice the decision-making skills that they will use in the diverse classrooms of New York City public schools. This study investigates whether engaging in CPV activities helped participants to feel more prepared to address culturally and politically sensitive issues in the elementary schools at which they are employed. The preliminary findings of this qualitative study are promising. They indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provided participants with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they could discuss cultural and political issues that are rarely addressed in teacher preparation courses. 相似文献
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自主学习是建立在教师的地位转变和角色变化的基础之上,从教育元认知、师生关系、教师角色转变几个方面讨论对学生的自主学习的形成作用。说明外语教师应具备最主要的能力还应有包括观念和态度等内隐素质;教师的地位和学生趋于平等、互利;教师的角色以学习者和研究者为主。 相似文献
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Mary‐Liz Trant 《Irish Educational Studies》2013,32(1):19-32
This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research. 相似文献
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Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating
opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study
described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge
of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science
teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.
Specializations: Science education, science teacher education
Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning. 相似文献
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《师资教育杂志》2012,38(3):247-249
The staff of teacher education institutions in Scotland are under increasing pressure to ensure that teachers in training acquire a range of Information and Communications Technology skills. This paper reports a study of current skills and attitudes of some Scottish training institutions and students' related experiences. Ways of ensuring effective development of skills are discussed. 相似文献
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多元文化素养是多元文化时代教师所必须具备的重要素质。培养教师的多元文化素养已成为多元文化教育理念下教师教育探讨的核心问题。未来教师必须具备一定的多元文化知识、态度及技能才能胜任其所面对的具有多元文化特征的教育教学工作。文章从知识目标、态度和情感目标、技能目标三个方面审视多元文化教育理念下教师应具备的多元文化素养,以帮助我们更深入地了解其内涵。 相似文献
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The Acquisition of Science‐related Attitudes and its Relationship to Pre‐student Teaching Experience
Folajimi Akindehin 《Research in Science & Technological Education》2013,31(2):157-166
It is desirable that secondary school science teachers should, in addition to acquiring factual knowledge in the content area of science, also develop favourable science‐related attitudes. The present science teacher education programmes provided in Teachers’ Colleges in Nigeria make provisions for the acquisition of factual knowledge in science. However, it is assumed that positive science‐related attitudes would be incidentally acquired as secondary product of cognitive outcomes. This paper is a report of a study in which an instructional package‐‐the Introductory Science Teacher Education (ISTE)‐‐was designed to promote in pre‐service science teachers the acquisition of favourable science‐related attitudes. A trial administration of the ISTE was carried out in the study. Then the effect of the ISTE on students exposed to it was determined in terms of acquisition of science‐related attitudes and competence in lesson preparation. The results obtained confirmed that the ISTE could produce better science‐related attitudes than the traditional science teacher education programme. The superiority of the effect of the ISTE on lesson preparation competence of pre‐service science teachers was also established in the study. Thus, a case is made for the need for such a package as the ISTE in science teacher education programmes. 相似文献
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Amy Lynn Dee 《The Teacher Educator》2013,48(1):53-70
Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs. 相似文献
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The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed. 相似文献
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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
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Anu Alanko 《师资教育杂志》2018,44(3):321-332
AbstractCooperation between home and school benefits pupils’ wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge while in teacher education programmes. Earlier research has suggested that teacher education programmes do not address this issue adequately. In this article, programme managers in Finnish teacher education programmes are asked to reflect on how cooperation is covered in their programmes. Based on the data, collected through an online survey, home–school cooperation can be considered an integral part of teacher training: most of the programmes surveyed offered modules that concentrated either solely on the issue or as part of other modules. Cooperation was also discussed from various perspectives during the modules. Respondents considered their graduates to be either competent or somewhat competent to cooperate with families. According to programme managers, modules should be developed in relation to strengthening the theoretical basis of cooperation, and especially in enabling pre-service teachers to practise their skills in cooperation while they are having their practical training at schools. 相似文献
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Elizabeth J. Hatton 《British Journal of Sociology of Education》1988,9(3):337-357
The concept of bricolage, as it is developed by Levi‐Strauss, is useful in characterising the form of teachers’ work, it subsumes extensive research on the form of teachers’ work and provides a heuristic device for developing causal explanations of the form of teachers’ work as well as drawing together and unifying explanations developed in the literature. This assists and informs interventions to promote progressive pedagogy. The paper begins with an account of bricolage and its relationship to a science of pedagogy. Next, features of teachers’ work which push it towards bricolage are discussed, viz. conservatism, limited creativity, repertoire enlargement, teachers’ use of theory, the use of devious means, and ad hocism. Causal explanations of various of these features are discussed, viz. anticipatory socialisation, aspects of preservice teacher education experiences and constraints in the work situation. The paper concludes with a discussion of implications for teacher education of taking seriously the suggestion that teachers’ work is bricolage and taking seriously the associated causal explanations. It is argued that a critical starting point for progressive change in educational practice is the provision of inservice for tertiary educators who may themselves be bricoleurs. Without this, the significant necessary changes to preservice students’ on‐campus and within school experiences are unlikely to be supported or legitimated. 相似文献
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Ji‐Ryun Kim 《International Journal of Inclusive Education》2013,17(3):355-377
With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education programmes. However, little is known about the ways in which these transformed teacher preparation programmes influence preservice teachers’ attitudes toward inclusive education as future inclusive educators. To investigate the influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion, a survey method was used to collect data from preservice teachers in ten teacher preparation programmes. The responses from 110 preservice teachers were analysed according to the type of teacher preparation programme (i.e. combined, separate, or general teacher preparation programmes). The results indicated that preservice teachers from combined teacher preparation programmes in which general education and special education teacher preparation curricula were infused had significantly more positive attitudes toward inclusion than preservice teachers from separate programmes (p < 0.05). The implications of this study for practice and future research are discussed. 相似文献