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1.
1．中学女教师玛丽上午没到学校上课。于是，校长下班后到玛丽的住所看看她是否身体不舒服。 相似文献
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3.
Daniel Alvunger 《Teachers and Teaching》2018,24(4):332-349
In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education. 相似文献
4.
Briony Beaven 《英语辅导》2004,(11)
如果你是一位不断超越自我的教师,如果你相信还有更好的、更适合你的职业发展,如果你有勇气面对挑战,那么请坐下和Briony Beaven聊聊,相信她权威专业的分析定会对你的职业生涯有着积极的指导作用。 相似文献
5.
Elizabeth A.C. Rushton Michael J. Reiss 《International Journal of Science Education》2019,41(11):1541-1561
We explore the professional identities of UK-based secondary science teachers who actively participated in science research for at least six months. The study uses thematic analysis to analyse semi-structured interviews with 17 participants across England and Scotland, from a variety of educational/socio-economic contexts. We found that through participation in research projects, teachers develop a multi-faceted sense of professional identity that includes the roles of teacher, scientist/researcher, mentor and coach. Teachers who are research-active develop complex professional networks that have a positive impact upon their sense of professional worth and self-belief. Through participation in research, teachers identified as both science teachers and scientists and this has been encapsulated in this research as a transition in professional identity to ‘teacher scientist’. The key enabling factor in identification as a ‘teacher scientist’ is a teacher’s positive interaction with scientists/researchers. Teachers are motivated to participate in research projects in response to the enthusiasm of their students and a desire for students to contribute to research that could provide solutions to real-world challenges. This understanding of the capacity of science teachers to become ‘teacher scientists’, and recognising teachers' altruistic motivations, could contribute to teacher retention and recruitment strategies that are less focused on financial incentives. 相似文献
6.
This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution. The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan’s Self-Determination Theory. The study identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within TE. The personal development implications for the participants are also considered. 相似文献
7.
This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector. 相似文献
8.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
9.
Carol Gray 《欧洲师范教育杂志》2013,36(1):24-38
There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. 相似文献
10.
I study the impact of remedial training for low-performing teachers in Chile. Taking advantage of the fact that assignment to remediation is mainly based on teacher evaluation scores, I use a fuzzy regression discontinuity design and find that teachers barely assigned to remediation improve their pedagogical practices as measured by their next evaluation scores. While there is suggestive evidence that these teachers’ students obtain higher standardized test scores after the training is complete, this result is not robust, and the suggestive positive impact disappears after one year. I also find that during the year of their teacher’s reevaluation, the students of teachers assigned to remedial training obtain significantly lower test scores. Teachers assigned to remediation report lower prestige and job satisfaction, suggesting that the stigma of being labeled as a low performer leads teachers to put more effort into preparing their teaching evaluations, causing a temporary drop in student learning. 相似文献
11.
Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years 相似文献
12.
Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers’ undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types. 相似文献
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Tom Woodin 《International Journal of Lifelong Education》2013,32(1):89-104
Theories of radical or critical pedagogy have emphasized the importance of relating educational work to broader social movements although this has not been developed in detail. The recent history of community publishing and worker writing workshops in Britain helps to illuminate how these ideas have been adapted in a number of informal settings. Using archive materials, interviews with activists and my personal experience I explore some dilemmas and tensions within the idea of radical pedagogy. In particular, attempts to reconfigure relations between writers/students and organizers/tutors, as well as the role of personal experience, are examined in relation to both organizational and wider societal relations. These interventions faced many challenges but were not completely undermined. 相似文献
14.
Paula Kwan 《School Leadership & Management》2013,33(5):394-414
ABSTRACTNew vice-principals (VPs) inevitably experience high levels of uncertainty when assuming the position, and undergo a process of socialisation, involving engaging with both professional and relational sources of support in schools, to adjust to their changing role. Drawing on socialisation theories, this exploratory study proposes that novice VPs would rely on the school’s structural feedback mechanism, peer affirmation and principal’s sponsorship in their adaptation process; the first of these is professionally oriented whereas the remaining two are relationally oriented. The study further argues that VPs would experience varying degrees of dependence on these factors corresponding to the stage of their development in the socialisation process. Findings of the study, informed by a Hong Kong data set covering VPs in their first, second, and third years of tenure respectively, support these propositions. Peer affirmation appears to be a continuous source of support to VPs in all tenure groups and it stands at odds with principal’s sponsorship. The effects of the structural feedback mechanism and principal’s sponsorship on VP’s transition are only evident in the 2-year group, with the former being positive and the latter negative. Implications of the findings are discussed. 相似文献
15.
Razvan Sibii 《Teaching in Higher Education》2013,18(5):531-542
Situated within the critical pedagogic scholarship that deals with the issue of ‘teacher immediacy’, this study proposes an understanding of the practice of pedagogy through the metaphor of ‘companionship’. A friendly individual but not a friend, the instructor is seen here as someone who can connect to college-age students without any visible effort and someone who makes explicit use of the power dynamics in a classroom to foster academic excellence. The companion model is first compared to other pedagogical models that are conceptualized through metaphors (e.g. in loco parentis, ‘teacher-as-entertainer’) and is then evaluated in terms of its potential weaknesses. 相似文献
16.
Murat Gunel 《Teachers and Teaching》2013,19(3):209-224
Much research has been done and reform is suggested relating to teachers’ implementation of student‐oriented learning environments, yet research on the role, beliefs, pedagogy, and knowledge of teachers simultaneously in classroom environments has been minimal (Kyle, 1994, Journal of Research in Science Teaching, 31, 785–786). This case study reports on a teacher’s perceptions, epistemology, and understandings of student‐oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive‐constructivist approach in place of a traditional teacher‐oriented approach. In‐depth analysis of data revealed that the participant teacher’s perspective of a student‐centered science learning environment concerned the following: understanding of students’ prior knowledge, the importance and challenges of questioning, the teacher’s conceptual understanding of topics and unit preparation before and during the implementation, and the teacher’s motivation and problems in moving toward such an environment. There was consistency between the emerging themes and the crucial components of Simon’s Mathematics Teaching Cycle model, such as the teacher’s conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher’s beliefs and teaching practice as argued by Haney, Czerniak, and Lumpe (1996, Journal of Research in Science Teaching, 33(9), 971–993) and van Driel, Beijaard, and Verloop (2001, Journal of Research in Science Teaching, 38(2), 137–158). Further, findings of this study would help teacher education and reform planners to conduct more comprehensive studies on teachers’ perceptions about inquiry‐based teaching over the course of several years of inservice and preservice programs. 相似文献
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My name is Yanjiaai. I am 14 years old. I study in YuYing School. My Chinese teacher and English teacher is Miss Du, she is tall and thin, and she is very strict. My math teacher is Miss Zhang, she is short and strong, she is very striek too. But they are very nice, I love my teachers![第一段] 相似文献
18.
My name is Yanjiaai. I am 14 years old. I study in YuYingSchool. My Chinese teacher and English teacher is Miss Du, she istall and thin, and she is very strict. My math teacher is MissZhang, she is short and strong, she is very strick too. But they arevery nice, I love my teachers!study......学习 strict......严格的tall......高的 thin......苗条的strong...... 强壮的 very......非常My teacher$惠阳市惠阳区平潭镇育英小学六年级@严嘉爱… 相似文献
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Mary Landeros 《Gender and education》2011,23(3):247-262
This article examines the challenges of parent–teacher relationships in an affluent school district, drawing on 30 in‐depth interviews of mothers and elementary school teachers in the USA. Professional women who have put their careers on hold to care for their children are apt to define being a good mother in terms of the academic achievement of their children. This results in extreme amounts of involvement and advocacy in their child's education, even when such actions have questionable effects on the larger school population. Enhancement of ‘good mothering’ was found to be done at the expense of teacher professionalism. A small number of entitled‐minded mothers were able to make a large impact not only on teacher job satisfaction but on the climate of the entire school due to their extensive networks, levels of advocacy, and critical examination of school processes. 相似文献