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1.
为了培养优秀的教师候选人,美国教师教育项目开展了教师品性评价。该评价贯穿于教师候选人的整个学习和实习期间,旨在使教师候选人的品性在不断的反馈中得到充分发展。美国各高校教师教育项目对教师候选人的成功至关重要的品性评价内容进行界定。评价所使用的方法包括行为检核表、评价量表、访谈和品性反思文章。品性评价的实施涉及教师品性评价介绍课程、签订教师品性评价协议、四次主要评价、不定时的评价和评价结果的应用。教师品性的改进采用发挥教授和导师的模范作用、教师品性研讨会、品性改进课程和PDR-PREP方法等途径。 相似文献
2.
Today's teacher education programmes across the world strive to equip future teachers with the high‐quality knowledge, skills and dispositions necessary to teach students. The assessment of teacher dispositions has thus become essential to cultivate those qualities. However, the current approach to disposition assessment in the United States focuses on personal characteristics and character‐related dispositions and is frequently used as a sorting device to identify those who appear to be inadequately disposed to teaching. Expanding on earlier work by the author and colleagues, this paper examines the issue of whether more efforts should be made to incorporate elements to assess competence‐related dispositions in conjunction with the character‐related dispositions across assessment tools and, if so, how this could be accomplished. In addition, this paper will clarify some dispositional concepts and terms used interchangeably that actually differ from one another and can confuse the consistency of disposition assessment. Finally, a framework for assessing technology disposition as an example of competence‐related disposition and for broadening the focus of disposition assessment is suggested. 相似文献
3.
The first third of the article by Carr & Claxton on tracking the development of learning dispositions is in essence a position statement. The balance is an evaluative review of possible methodological approaches for assessing or measuring learning dispositions. This response to their article challenges two claims in the position statement section. The first counter-claim is that dispositions are so functionally dissimilar from capabilities that it is doubtful whether dispositions are stable enough for their assessment to be valid or worthwhile. The second challenge is directed towards the proposition that an effective and legitimate way to place value on some aspect of education or to have value placed on it by others is to formalise its assessment and reporting. This argument is flawed in the case of dispositions, but is also inadequate as an argument in general. 相似文献
4.
Carr & Claxton offer guidelines for the assessment of dispositions related to the education of young children. The proposed grid is designed to capture observations of dispositions assumed to contribute to the growth of learning and development during the early years. It is suggested here that not all dispositions are desirable, and it may be worthwhile to include in a grid the observation of dispositions that could be thought to inhibit or otherwise interfere with development and learning. 相似文献
5.
Abstract Teacher dispositions are a central force in shaping the environment in which schooling takes place. State and national accrediting bodies have underscored this importance by including preservice teacher dispositions as an important component within the standards. Consequently, teacher certification programs must attend to this dimension; however, dispositions are neither easily identified nor easily assessed. This study field tested an instrument used to identify and evaluate preservice teachers' dispositions. The implementation of the instrument was grounded in a commitment to have students reflect first on their own behavior, with faculty oversight in reviewing this self‐assessment. The instrument was evaluated in terms of its reliability using Cronbach's alpha. The process of using the instrument was analyzed through student and faculty feedback. The revised instrument is provided for use by other universities. 相似文献
6.
Deborah L. Schussler 《The Teacher Educator》2013,48(4):251-268
Abstract Efforts to professionalize teaching have coincided with a shift in teacher education programs. Recent requirements of accrediting bodies have resulted in initiatives to assess dispositions in addition to knowledge and skills. However, for such assessment to maintain construct validity, it is imperative first to develop some common understandings about the nature of dispositions and then to explore how teacher education should be addressing them. This paper explores dispositions from both a conceptual and a practical perspective. Dispositions are described as a point of convergence, representing a filter through which thinking and behaviors related to teaching are framed, and a point of inception, from which knowledge and behaviors emanate. This dispositional filter encompasses the teacher s awareness, inclination, and ability to reflect. Teacher education programs can foster dispositions by helping teacher candidates engage in self‐exploration of their personal theories and identify their own values and assumptions related to teaching. 相似文献
7.
Karen Daniels 《Education 3-13》2013,41(3):300-315
This discussion presents the author/classroom teacher's findings during an action research study evaluating the impact of photographic learning stories with young children. This is placed in the context of recent policy documentation that asserts the learner as a unique individual and literature promoting the need to support the development of positive learning dispositions and learner identity. The ethnographic study examines how learning stories can be developed as a tool to promote positive learning dispositions and support the mediation of home and school culture, suggesting that their potential lies in how they create an accessible and mutually constructed document that is accessed by children, parents and the teacher. The discussion supports reservations about the production of a definitive ‘list’ of dispositions and describes tensions between the aim of supporting positive dispositions and the unique learner in an education culture where effectiveness is measured by the statutory assessment of hierarchical goals. 相似文献
8.
Emily J. Borda 《Science & Education》2007,16(9-10):1027-1041
In this paper, I recall previous arguments for a hermeneutic approach to science and claim that such an approach necessitates attention to the development of dispositions. I undertake an analysis of Hans-Georg Gadamer’s philosophical hermeneutics to identify and describe dispositions relevant to a hermeneutic approach to science. I then apply elements of Gadamer’s theory of education to the problem of fostering appropriate dispositions in science classrooms. In doing so, I offer a few suggestions for the cultivation and assessment of these dispositions in K-12 and college classrooms. 相似文献
9.
Tracking the Development of Learning Dispositions 总被引：3，自引：0，他引：3
The fundamental purpose of education for the 21st century, it is argued, is not so much the transmission of particular bodies of knowledge, skill and understanding as facilitating the development of the capacity and the confidence to engage in lifelong learning. Central to this enterprise is the development of positive learning dispositions, such as resilience, playfulness and reciprocity. For a variety of reasons, it is necessary to devise methods for tracking and assessing the growth of these dispositions. There are a number of existing methods that might be used, including dynamic assessment, customised challenges, 'learning stories', self-report questionnaires and learning logs, which we evaluate against the criteria of practicability, validity, flexibility and reliability and formative value. We conclude that no single method is adequate on its own and that what is necessary is the development of instruments and approaches that integrate these different assessment methods. We offer a 'learning disposition grid' and a 'learning disposition portfolio' as tools to begin this integrative inquiry. 相似文献
10.
This study analyzed teacher candidates’ approaches to classroom assessment, self-perception of assessment competence, motivation for completing teacher education, and assessment education experiences at the end of their teacher education program. Through latent class analysis, three subgroups of teachers were identified: eager, contemporary, and hesitant assessors. Membership to each class was further characterized by perceived relevance of classroom assessment, motivation for pursuing teacher education, methods of assessment education, and teacher certification. Results from this study support the notion that teacher candidates’ approaches to assessment should not be viewed as a stable characteristic, but one shaped by learning experiences, context, and personal dispositions. 相似文献
11.
Elena Lyutykh 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):377-391
Present standards include creative and critical thinking among dispositions essential for the teaching profession. While teaching introductory courses in educational psychology, I have noticed that even though students can easily describe critical thinking in the abstract, they rarely and reluctantly engage in thinking critically about their own educational experiences. Emphasis on assessment of critical thinking dispositions and skills requires students to demonstrate “the right way to think.” This emphasis, I argue, decreases students' inclination to practice critical inquiry and to feel this experience as intrinsically rewarding. Exploration of socio-cultural contexts of my own and my students' upbringing helps understand how such contexts condition the critical thinking practice. I offer the cultural-historical theory of Lev Vygotsky as an alternative frame of reference that will help students practice critical thinking in an educational psychology classroom. 相似文献
12.
Building upon synergies among self-regulated learning and formative assessment research and practice
Jeffrey A. Greene 《Assessment in Education: Principles, Policy & Practice》2020,27(4):463-476
ABSTRACT The synergies that result from synthesising conceptual models and findings from self-regulated learning and formative assessment research are launching a new era of scholarship. They drive new questions about how to help students to internalise complimentary self-regulatory and assessment knowledge, skills, and dispositions as well as how to prepare teachers and education systems to prioritise and support this work. The articles in this special issue illustrate the power and importance of studying how self-regulation and classroom assessment emerge from social, contextual, historical, and cultural factors. Four themes emerged from the articles in this special issue, including new conceptualisations of self-regulated learning and formative assessment, insights regarding teachers’ dual role in enacting and promoting self-regulation, recognition of the critical role of students’ ability to productively use assessment information, and the need to instantiate self-regulated learning and assessment literacy as formal and valued curricular outcomes. 相似文献
13.
Jessica L. Jonson Robert J. ThompsonJr. Timothy C. Guetterman Nancy Mitchell 《Innovative Higher Education》2017,42(1):33-47
Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beliefs with the use of general education assessment information at three research institutions with similar organizational contexts. Study findings indicate that the likelihood of using assessment information increases when assessment evidence is action oriented and viewed as of high quality and when faculty members are knowledgeable, have positive dispositions toward assessment, and have a perception of institutional support for engagement in assessment activities. 相似文献
14.
This paper reports the development of critical thinking of urban high school students in the Chinese city of Xi’an. It presents
the assessment of the students’ two components of critical thinking: dispositions towards critical thinking and critical thinking
skills, using the California Critical Thinking Disposition Inventory and the California Critical Thinking Skills Test. Results
show that the students’ dispositions toward critical thinking are at an average level while their critical thinking skills
are very low. This research also shows that there is no significant difference between students from science classes and arts
classes in their critical thinking dispositions while science students have a higher level of critical thinking skills. Students
from advanced classes have a higher level of the two components of critical thinking than their counterparts from general
classes. There are no differences between male students and female students in both components.
相似文献
15.
《British Journal of Educational Studies》2012,60(1):19-30
ABSTRACTThis paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these – learning power and self-theories – approach dispositions as malleable but relatively slow to change attributes, while the third considers dispositions as potentially more contextually responsive. The two studies had the measure of learning power in common, enabling a statistical as well as a theoretical comparison between the two studies’ models of learning dispositions and their contribution to the notion of engagement. The implications of these related studies are that, in order to foster deep engagement in learning, pedagogical attention needs to be paid to the formation of learning identity and the development of learning dispositions in the process of knowledge construction. While the different approaches to conceptualising dispositions were broadly compatible, each provided a different insight into this complex concept and suggests different but related pedagogical strategies for building engagement. The paper concludes with an exploration of the implications for dispositional research of autopoetic theory as an integrating conceptual framework. 相似文献
16.
17.
Dispositions as goals for teacher education 总被引：1，自引：0，他引：1
It is proposed that professional dispositions be added to professional knowledge and skills as goals for teacher education programs. Dispositions, which are defined as summaries of act frequencies or trends in behavior, are contrasted with habits, skills, attitudes, and traits. Professional dispositions are treated as “habits of mind” that give rise to the employment of skills and are ideally manifested by skillful behavior. Justifications for including dispositions in the goals of teacher education are also proposed. 相似文献
18.
This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators, university supervisors, mentor teachers, and preservice teachers) in teacher education often understand dispositions differently. The authors reflect and offer suggestions on how professional dispositions might be more effectively addressed in an English teacher education program through richer interactions among all stakeholders. 相似文献
19.
Paul Wicking 《Assessment & Evaluation in Higher Education》2020,45(2):180-192
AbstractSince the turn of the century there has been increasing interest in educational assessment and the ways in which it can encourage or discourage effective learning processes. Much of this interest has centered around formative assessment and those practices which can promote student learning through the act of being assessed. Societies that have a Confucian heritage culture are widely believed to prioritize summative assessment at the expense of formative assessment. This will inevitably impact the ways in which students from these countries approach and engage with assessment tasks. The present study seeks to understand the dispositions of students from one Confucian heritage culture though the analysis of quantitative and qualitative data. The conceptions and experiences of university students in Japan were studied in order to provide direction for the development of formative assessment practice. Two data collection instruments were used: a self-report survey and a narrative frame task. The results indicate that students from Japan approach assessment tasks in a way that is at odds with some popular Confucian categories, such as intense competition, a desire to please the family, and the priority of book knowledge above practical skill. The paper concludes with pedagogical implications for teachers. 相似文献