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1.
研究以问卷调查法、访谈法以及课堂观察法为基本研究方法,对甘肃省临夏回族自治州H县3个学区8所学校教师专业发展现状与培训需求进行了相关的调查。调查发现,边远学校师资民族成分多元,学历水平不高,学校办学满意度一般,课堂教学中新课改理念尚未落实,教师专业能力亟待提高,课堂教学质量与效率有待提高,学生学习水平整体不理想。就培训而言,教师参加高层次培训少,培训内容与形式多元,培训效果一般。因此,西北少数民族地区农村学校要积极推进"优质学校"发展计划,加强聚焦课堂的校本教研的质量与效率,以教育信息化促建高效课堂,加大教师培训力度,加强学生学习方式的转变。 相似文献
2.
Demet Seban 《师资教育杂志》2015,41(1):19-36
This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers’ identities, drawing in particular on Gee’s four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students’ reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students’ thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching. 相似文献
3.
A large proportion of teachers throughout the world teach in multigrade classrooms, or classes with more than one grade level. It is reliably predicted that the number of multigrade classes will increase in the future. This paper addresses the issue of teacher education for multigrade. The main thesis of this paper is that the professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. However, many of these skills need to be given a specific multigrade emphasis in the context of the preparation of teachers for multigrade teaching. This does not necessitate separate teacher education programmes for multigrade teachers. The paper makes comparisons between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense. The content of programmes aimed at the specific preparation of multigrade teachers are examined, and a categorisation of specific areas of content that need particular emphasis in the context of teacher education for multigrade is provided. 相似文献
4.
ABSTRACT This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions. The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement 相似文献
5.
Luis A. Benveniste Patrick J. McEwan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,34(3):31-48
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking. 相似文献
6.
Benveniste Luis A. McEwan Patrick J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):31-48
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking. 相似文献
7.
Evaluating multigrade school reform in Latin America 总被引：1，自引：0，他引：1
Patrick J. McEwan 《比较教育学》2008,44(4):465-483
This paper describes three multigrade school reforms in Latin America: (1) Colombia’s Escuela Nueva, (2) Guatemala’s Nueva Escuela Unitaria, and (3) Chile’s MECE‐Rural. Each reform endowed primary teachers and students with special training and instructional materials, and encouraged new kinds of instruction in rural classrooms, with the goal of improving student learning. The paper discusses the challenges to evaluating school reforms in a rural context. It then reviews the international literature on each reform, assessing whether reforms were effectively implemented and whether they caused improvement in student outcomes. Even in the best cases, multigrade schools were not fully implemented. There is consistent evidence of positive effects on student achievement. Yet, the causal interpretation of evaluation findings is severely limited, especially in Guatemala and Chile. It concludes with suggestions for improving multigrade evaluations. 相似文献
8.
I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies – including the number of school days, teacher content knowledge and pedagogical methods – are robust predictors of achievement. A series of decompositions by student ethnicity and type of school shed some additional light on important questions in the Guatemalan context, and beyond. The large indigenous test score gap is not explained by differences in an extensive list of observable features of schools. The large effect for community characteristics suggests peer group effects or more general institutional differences related to services or labor markets. PRONADE community schools are associated with moderate gains vis-à-vis public schools in areas related to utilization of capacity, such as days worked. But these gains are largely offset by lower teacher capacity, which highlights the challenge of improving school quality in poor, rural areas. 相似文献
9.
This paper investigates the capabilities of remote rural teachers in Indonesia’s Probolinggo Regency to make meaningful pedagogic connections between students’ homes and their classrooms. The term capabilities is derived from Sen’s to Nussbaum’s capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable. Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers’ syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful in terms of solving real-life issues or problems. Teachers need to accommodate ‘local’ knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of ‘connections’ and ‘inclusivity’, their classroom practices still need strengthening in their adherence to the general substance of the CA. 相似文献
10.
Susanne Arbeiter Sally Hartley 《International Journal of Disability, Development & Education》2002,49(1):61-78
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the findings confirmed the information drawn from the review of literature. In addition to the high teacher-pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these difficult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs. 相似文献
11.
Staffing rural and remote schools is an important policy issue for the public good. This paper examines the private issues it also poses for teachers with families working in these communities, as they seek to reconcile careers with educational choices for children. The paper first considers historical responses to staffing rural and remote schools in Australia, and the emergence of neoliberal policy encouraging marketisation of the education sector. We report on interviews about considerations motivating household mobility with 11 teachers across regional, rural and remote communities in Queensland. Like other middle-class parents, these teachers prioritised their children's educational opportunities over career opportunities. The analysis demonstrates how teachers in rural and remote communities constitute a special group of educational consumers with insider knowledge and unique dilemmas around school choice. Their heightened anxieties around school choice under neoliberal policy are shown to contribute to the public issue of staffing rural and remote schools. 相似文献
12.
Standards‐based reform is a trend affecting the educational systems of nations around the world, driven by desires to create educational systems suited to increasing economic productivity. In the USA, The No Child Left Behind (NCLB) Act of 2001 includes goals of reducing achievement gaps and getting ‘highly qualified’ teachers in all classrooms. Critics warned the legislation could exacerbate achievement gaps and actually drive quality teachers out of the field. To assess these arguments, we surveyed all K‐8 teachers in one school district, using both standardized items and an open‐ended question. Survey responses indicate that instructional time and professional development opportunities in non‐tested areas are being reduced and that future teacher retention and recruitment may be problematic for this district. Open‐ended responses reveal numerous sources of dissatisfaction and stress for teachers, allowing us to make connections between NCLB's outcomes and teacher dissatisfaction. Importantly, these effects and relationships are not limited to high‐minority or low‐income schools, but exist in all schools in this district. Such findings suggest unintended consequences for the legislation as well as failure to achieve its stated goals. 相似文献
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14.
Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to develop their teaching programs. The study is qualitative and draws on teacher conversations and surveys using a community of inquiry theoretical framework to analyse the data. The results demonstrate that teacher professional development via video conferencing has both strengths and weaknesses but can support teachers through collaboration to develop their expertise in writing teaching programs. 相似文献
15.
Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’. 相似文献
16.
《师资教育杂志》2012,38(4):453-469
Recruiting and retaining qualified teachers for schools in rural communities is both an issue and a problem in many countries. The very nature of rural communities and perceptions of teaching in such environments tend to discourage qualified experienced and new teachers from taking appointments there. Education jurisdictions, therefore, use various strategies either to compel or entice candidates to accept rural teaching appointments. This paper describes a district sponsorship scheme to attract candidates for teacher training and subsequent appointment in rural schools in Ghana. The paper describes how the scheme operates and assesses its potential to attract and retain teachers, using data obtained through analysis of documents, interviews with key education officers and focus group with teachers. Though the district sponsorship scheme is not new in many education jurisdictions, it is the first of its kind in Ghana. Suggestions for improving the scheme's effectiveness are offered, drawing attention to the need to complement financial incentives with non‐monetary measures in rural teacher recruitment and retention policies. 相似文献
17.
Many students enter pre-service education programmes believing that their practical learning experiences will occur in schools and that their theoretical learning experiences will occur in the university or college setting. Research shows that frequently student teachers retain this perception throughout their programmes without acknowledging the interplay of theory and practice in their learning. Through the use of communication technologies, student teachers participating in the Bachelor of Teaching degree at the University of Otago are encouraged to make connections between the activities in their university-based classes and those of classrooms in primary schools. Frequent dialogue through fax, audio-conference and e-mail between student teachers based in the university and children and their teachers in classrooms enables them to access the thinking of children and teachers, and provides additional opportunities to theorise their practice and practise their theory. Student teachers are provided with a range of opportunities to explore the potential of information technologies in education while interacting with children and teachers beyond the traditional practicum experience. The use of technology to connect student teachers to learners in classrooms challenges the conventional teacher education curriculum. 相似文献
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As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege. 相似文献
20.
Chris Forlin Tim Loreman Umesh Sharma Chris Earle 《International Journal of Inclusive Education》2013,17(2):195-209
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre‐service teachers. 相似文献