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1.
Anne Hume 《高等教育研究与发展》2009,28(3):247-260
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning. 相似文献
2.
The well-being of modern economies and societies is increasingly requiring citizens to possess capabilities in integrating knowledge and skills in science, technology, engineering and science to solve problems. However, by the end of schooling, the majority of Australian students show little interest in these discipline areas and have no plans to continue study or work in them; many refer to these disciplines as boring. Further, they typically have little experience in integrating knowledge and skills from these disciplines and/or in applying this to solve relevant problems. Therefore, there is a need to engage students with such learning experiences to develop their interest and capabilities, particularly during the early years of secondary schooling. This is not easy for teachers to respond to, but with the support of modern digital technologies and the new Australian curriculum, the potential is expanded and the challenge is more readily achievable. However, appropriate pedagogies need to be supported that include more authentic approaches to assessment. Learning activities need to support students to integrate knowledge and skills across discipline areas in tackling real problems, and this also needs to be reflected in how students are assessed. In this paper, I will draw on personal experience as a teacher, a review of recent literature, components of the Australian Curriculum, and findings from research projects associated with my University research centre, to argue for, and illustrate how, teachers can orchestrate powerful learning activities to promote an interdisciplinary approach to STEM. 相似文献
3.
马雪慧 《开封教育学院学报》2003,23(3):68-69
学生的创新思维、创新能力来源于教师。新的时代呼唤具备创新教育素质的教师。本文简要阐述了创新型化学教师应具有的教育观念、个性特征、知识结构、教学技能、教学艺术及教研能力。 相似文献
4.
职业院校技能大赛是我国教育制度创新,是教育工作一次重大设计,对我国职业教育发展有着重要意义。但某些参赛院校在对大赛的认识上却存在一定问题：技能大赛重个别性轻普遍性,技能大赛重荣誉轻教育,技能大赛重学生培训轻教师培养,等等。只有及时发现这些问题,正确认识技能大赛,才能促进我国职业教育健康发展。 相似文献
5.
The approach of learning science through inquiry presents significant challenges for teachers and students. In light of this, an extensive experience has been developed in which students without any previous training or specific interests have been organized into small groups to carry out scientific inquiry projects guided by their teachers. Evaluation of the experience is clearly positive, and is based on questionnaires completed at the end of the experience by the students as well as retrospective reports provided by their teachers. Despite this, some problems are presented, such as the difficulty or repetitiveness of some scientific practices mentioned by some students, or when the inquiry or the group does not work out in some cases, as mentioned by teachers. Scientific inquiry projects like the one described here could play a key role in science education in compulsory secondary education. 相似文献
6.
Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way. 相似文献
7.
科研训练是生物医学工程专业培养过程中极其重要的实践教学环节。针对生物医学工程专业本科生科研训练课程设置中存在的问题,通过梳理并重构课程体系、优化教学内容和考核方式、促进专业骨干教师深度参与、指导管理全过程定制化,并充分与大创项目、竞赛项目等具体实施结合,从多个方面推进该课程的改革与实践。这些探索与实践在培养学生创新思维和提高学生综合运用所学知识分析和解决问题能力等方面发挥出积极作用,取得显著成效,为新工科背景下高等教育对生物医学工程专业科研训练培养趟出一条新路子。 相似文献
8.
Conclusion Responsible educators find the need for continual renewal. The rapid advance of technology requires teachers learn new strategies
and techniques for the productive use of these tools. The projects described above provided preservice faculty, students,
and inservice educators with opportunities to learn about new technologies and to explore innovative uses of the technology.
Opportunities to utilize distance education systems, such as the Iowa Communications Network, are numerous throughout the
entire teacher preparation process. Iowa teacher educators have the opportunity to prepare their students to be capable classroom
teachers who have the knowledge and skills to facilitate learning in an array of educational environments. 相似文献
9.
Ramazan Yirci Tuncay Yavuz Özdemir Seçil Eda Kartal İbrahim Kocabaş 《School Leadership & Management》2014,34(5):454-469
The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmara? provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that teachers' perceptions about their principals' coaching skills do not differ according to the age, marital status, sex and education status variables. The teachers think that their principals are successful at some coaching skills such as being experienced and knowledgeable, being an effective listener and setting achievable targets. Principals fail to show empathy, communicate effectively, praise, give feedback, motivate and have effective inquiry coaching skills. According to teachers' opinions, being a role model, showing empathy, praising, effectively communicating and motivating are important coaching skills that they would show if they were to sit in the principal chair. 相似文献
10.
Katherine N. Peeples Allison M. Kroesch Victoria J. VanUitert 《Learning disabilities research & practice》2023,38(2):129-143
Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction. 相似文献
11.
作为近几年发展起来的一种新型本科院校,独立学院有其自身的发展定位和办学特色。注重应用型人才培养的目标定位要求其师范教育专业培养的学生必须成为基本功过硬、岗位适应性较强的中小学准教师,现代社会对专业化教师的迫切需求以及独立学院学生知识结构的特点也决定了必须注重对师范生进行教师职业技能训练。文章试图揭示独立学院师范教育专业在对学生进行教师职业技能训练时存在的问题,并提出相关改进策略,以促进我国高校师范教育专业的发展。 相似文献
12.
Linda Darling-Hammond 《Journal of Educational Change》2000,1(4):353-373
This article argues that factory model schools, created for a time when most individuals were being prepared for relatively low-skilled jobs, are not adequate to the task of educating most citizens for the knowledge work that will increasingly characterize economies of the 21st century. Although many important reforms have been launched over the last decade, countries that have not invested in the development of sophisticated teaching that can adapt to the needs of students and the demands of more challenging content have reached an impasse. Every aspect of school reform – the creation of more challenging curriculum, the use of more performance-based assessments, the implementation of decentralized management, the invention of new model schools and programs – depends on highly-skilled teachers. Policies aimed at developing a quality teaching system include (1) enacting meaningful standards for teachers as well as students, (2) overhauling teacher education and professional development, (3) addressing teacher recruitment problems and placing qualified teachers in all schools, (4) rewarding teacher knowledge and skills, and (5) redesigning schools so that they support teaching and learning. This article describes successful strategies in each of these areas and paints a picture of the alternative futures for education that rest on policies yet to be decided. 相似文献
13.
Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
14.
新世纪数学教育要求数学教师具有崭新的数学观,掌握现代的教学技能,而调查表明师范类学生现有的思想观念与知识结构与此要求有较大差距,因此,数学教材教法课程改革的思路应该是：加强理论性,突出实用性,增加学生的参与性和研究性,以提高学生的专业素质。 相似文献
15.
With the global information boom, and rapid developments in electronic media and the World Wide Web (Web) within the last
two decades, the Singapore government envisioned a need for Singapore to be Information Technology (IT) equipped and competent
in every industry, beginning most importantly with the education sector. Taking its cue, the Ministry of Education (MOE) implemented
rigorous plans for both school teachers and students to possess the necessary skills and knowledge. As a result, there ensued
a transformation in existing teaching practices and new expectations of teachers are inadvertently formed. Based on preliminary
interviews with practitioners and academics in the area of Education, this paper gives an insight into the changes that have
been taking place in the education system in Singapore with respect to the new policies on IT; an overview of the changing
roles that teachers have to assume; a brief discussion on how these changes can be expedited, and some possible future trends
in the teaching practices and roles of teachers. 相似文献
16.
Bettie C. Starr 《Community College Journal of Research & Practice》2013,37(4):427-438
Research in cognitive and social psychology is beginning to suggest strategies which will allow us to improve students’ learning and thinking skills. Classroom studies using four teaching strategies based on research in these areas will be described. The four techniques are: using modified cooperative learning groups within classes; linking upper‐ and lower‐level classes for metacognitive instruction; using short‐term, coached cooperative learning groups; and using student mentors. A common factor in the four techniques is that students think aloud in groups as they solve problems or discuss controversial issues. Modified cooperative learning groups were successful in upper‐level courses. Thinking and learning skills improved in these classes. However, in lower‐level courses, particularly those which contained underprepared students, more guidance (modeling, coaching and structure) was needed than was available within most peer cooperative groups. Modeling and coaching were provided by linking students from upper‐level courses with lower‐level students on short‐term, issue‐based projects and for semester‐long classes. Such arrangements result in what Collins, Brown and Newman (1989) have termed cognitive apprenticeships. Cognitive apprenticeships lead to improved attitudes toward the content area, perception of improved cognitive skills and some gains in content mastery. 相似文献
17.
信息时代背景下加强对学生创造力的培养已是全球教育界的共识。本文通过对当代国外具有代表性的思维教学项目的分析,总结了这些项目如何通过开放性的教材内容设计、基于建构主义的教学方法设计和对以创造力发展为教学目标的教师专业发展体系的构建来培养学生的创造力,希望能对我国素质教育改革和创造力培养研究带来一些有益的启示。 相似文献
18.
Mary K. Bendixen‐Noe 《Journal of Early Childhood Teacher Education》2013,34(1):63-70
Early childhood teacher education programs have drastically increased the number of field experiences in the past two decades. As a result, problems have emerged often resulting in negative benefits to pre‐service teachers. Among these problems are: inadequate supervision, ample and model placements and the linkage of theory to practice. This paper describes how one program has implemented peer coaching throughout its entire early childhood teacher education program in an attempt to help alleviate some of the known problems. Student satisfaction and enthusiasm, cooperating teacher support and the benefits of the university have further encouraged and strengthened the use of this strategy. Preliminary research findings also indicate preservice teachers develop a more thorough understanding of the teaching and learning process. 相似文献
19.
As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented. 相似文献
20.
Gerda Geerdink Fer Boei Martijn Willemse Quinta Kools Haske Van Vlokhoven 《Teachers and Teaching》2016,22(8):965-982
Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become familiar with research knowledge and skills, and with the skills to supervise student teachers in conducting research. Professional development activities have been set up to prepare them for it. In this explorative study, we investigated the extent to which four different professional development activities within three Dutch institutes for teacher education contributed to the knowledge and skills needed for these new tasks. We gathered data by interviewing 12 teacher educators. In addition to some striking differences, we found corresponding positive experiences in all four activities. Exchanging experiences and discussing issues with colleagues was perceived to be the most outstanding part of each activity. This research has yielded necessary insights into constructing professional development activities. It is clear that any professional development activity about research should be consistent with teacher educators’ daily practices and concerns. 相似文献